Volume 8, Issue 1

Using Video Documentation in Out-Of-School Lab Days as an ICT Learning and Diagnostic Tool
Special Issue
The use of ICT in science education offers many opportunities to promote students’ learning and experimenting comprehensively. Considering that, it is important not simply to replace traditional media, but to explicitly identify the added value of ICT tools for students and teachers. Especially alternative forms of documenting experiments, particularly video documentation, provide both the possibility to diagnose students’ individual learning conditions, abilities and difficulties as well as the opportunity to cope with students’ cognitive and epistemological conceptions adequately. Apart from the school context, extracurricular activities (informal learning-settings, like out-of-school lab-days) can be used to explore the potential of video documentations. The following paper presents the use of video documentation as an ICT learning and diagnostic tool in the out-of-school lab “ELKE”. Based on a qualitative examination, the video documentations give insight into students’ professional and formal strengths and weaknesses - an added value that a traditional experiment protocol is not able to provide in this way.
World Journal of Chemical Education. 2020, 8(1), 52-60. DOI: 10.12691/wjce-8-1-7
Pub. Date: March 05, 2020
8820 Views1411 Downloads9 Likes
Self-Regulation and Training of Students with Learning Disabilities in an Inclusive Setting Using ICT
Special Issue
Methods that improve the learning performance of students in heterogeneous learning groups are constantly being sought after. The aim of the present study was to explore the possibility of using the smartphone to improve student classroom preparation. For this, a free app was used, which reminded the students on the content that needed to be learned and tasks that needed to be finished. This was done with the help of the devices that the students bring themselves (“Bring Your Own Device” - BYOD). The results of the study indicate a possible greater learning achievement by the users of the app when compared to the non-users. However, the use of the students' self-managed devices was also the cause of significant problems. These were identified through the use of log sheets which discovered the root cause of success or failure. The study was conducted in two eighth grade classes, with a total of 48 students from a middle school in the subject of chemistry. The study’s finding, that the use of reminder apps significantly raises learning outcome, is significant for chemistry lessons.
World Journal of Chemical Education. 2020, 8(1), 47-51. DOI: 10.12691/wjce-8-1-6
Pub. Date: March 05, 2020
5211 Views1174 Downloads
Transferring and Optimizing a Laptop-based Learning Environment for the Use on iPads
Special Issue
With the growing presence of laptops, smartphones and tablets, daily life as well as professional needs are changing [1]. However, this means that mobile devices are playing an increasingly important role in schools and classrooms [2,3]. In particular, tablets are seen as a highly promising possibility to implement digital media in schools [4]. In this context, we would like to take a closer look at the use of tablets in initial chemistry classes. Therefore, we transferred a digital learning software, that had been developed for laptops, to iPads in order to optimize the learning environment through the possibilities offered by this latest innovation. This further development especially aims at the integration of experiments and a higher universal accessibility for learners in heterogeneous or inclusive learning groups. The aim of this project is to investigate the effect of the use of tablets in the following two teaching phases: During the input phase, the students work on the iPad-based learning environment. In the internalization phase, working with tablet-based tasks is compared with creating student explanatory videos regarding their impact on knowledge growth and attractiveness. In this paper, we focus the transfer of the laptop-based learning environment to iPads.
World Journal of Chemical Education. 2020, 8(1), 40-46. DOI: 10.12691/wjce-8-1-5
Pub. Date: March 05, 2020
5331 Views1036 Downloads2 Likes
Digital Learning Tools for Teaching “Alternative Solar Cells with Titanium Dioxide” (ALSO-TiO2) - A Contribution to Sustainable Development Education
Special Issue
The movement “Fridays for Future” is a good indicator for students not only having a very strong interest in sustainability, but also a high motivation to actively discuss this topic. For this reason, it is important for schools to provide the necessary basic knowledge and to give students insight into current research and application within the realm of sustainability education and SDGs. In this article digital learning tools for the concept “Alternative Solar Cells with Titanium Dioxide” (ALSO-TiO2) are presented, that can be used to implement the topic “Solar Cells” in regular chemistry classes. The concept bridges the gap between the galvanic cell as a compulsory subject and dye-sensitized solar cells (DSSC), also known as Grätzel-cells. Thus didactic experiments, so-called photogalvanic cells, are explored with the help of an e-book. In addition, a small eye-tracking study is presented which was carried out in order to develop a new edition of an interactive animation.
World Journal of Chemical Education. 2020, 8(1), 29-39. DOI: 10.12691/wjce-8-1-4
Pub. Date: March 05, 2020
7895 Views1127 Downloads1 Likes
Identification of Ants - Development of the Learner-Oriented Digital Tool ID-Logics
Special Issue
Ants are fascinating creatures and they have an enormous impact on most terrestrial ecosystems. Despite their importance, relatively few people are able to securely identify the various ant species. In addition, simultaneously to the worldwide extinction of species (especially of insects), the number of species experts is decreasing, not only in Germany. The aim of our project is to improve the possibilities of determination of species and get students back in touch with nature. Based on experiential realism, the learner-orientated and interactive species identification tool “ID-Logics” for ants was developed. Using the design-based-research approach and the model of educational reconstruction, students’ conceptions were collected in an interview study (n=7). According to the interview analyses, three essential learning barriers were identified. To overcome these learning barriers, data-based solutions were developed. Therefore, digital components were evaluated in three teaching experiments (n=6). On the one hand, the results showed that students were able to describe basic characteristics of ants. On the other hand, learning obstacles occurred with certain characteristics where students needed assistance. For this, interventions such as abstract graphics or short videos can support them in the process of identification. Moreover, a fault tolerant programmatic logic was implemented to combine these components in the identification tool “ID-Logics”. Based on our results, guidelines to develop further interactive identification tools are formulated.
World Journal of Chemical Education. 2020, 8(1), 21-28. DOI: 10.12691/wjce-8-1-3
Pub. Date: March 05, 2020
6224 Views1056 Downloads1 Likes
Linking Learning Tools, Learning Companion and Experimental Tools in a Multitouch Learning Book
Special Issue
Multitouch Learning Books (short: MLB) are digital interactive E-Books that can be used in class enriched with individual tools. Due to their multifunctionality, they offer an excellent framework for integrating further didactic functions exceeding the role of a learning companion. In this study a Multitouch Learning Book was developed which contains all three didactic functions of ICT (Information and Communication Technology). The MLB provides the digital framework for the series of lessons and accompanies the entire learning process. Learning tools include isolated applications, Augmented Reality and measured data logging, which fulfills the didactic function of an experimental tool. The topic "galvanic cell" was implemented and tested in two different classes. The intervention resulted in unanimously positive feedback from teachers and pupils alike
World Journal of Chemical Education. 2020, 8(1), 9-20. DOI: 10.12691/wjce-8-1-2
Pub. Date: March 05, 2020
8153 Views1016 Downloads1 Likes
Multitouch Experiment Instruction for a Better Learning Outcome in Chemistry Education
Special Issue
Multitouch Experiment Instructions (MEI) are interactive multimedia eBooks as a full-digital or Augmented Reality (AR) Instructions as a digital-augmented material for the individual promotion of learning while experimenting in chemistry lessons. They provide a digitized experimental instruction, which is made to support both cognitive weak and strong pupils in the sense of individualization. The aim of the MEI project is to improve pupil’s self-regulated learning using a digitized experimental manual which is based to main results of didactic and scientific learning. Initial research results have shown that the presentation of information follows a structured learning process. To connect the promotion of self-regulated learning, digital competences and experimental skills an existing experiment “Characterization of Alkanes” has been digitalized as one Multitouch Experiment Instruction.
World Journal of Chemical Education. 2020, 8(1), 1-8. DOI: 10.12691/wjce-8-1-1
Pub. Date: March 05, 2020
6114 Views959 Downloads1 Likes