N. Barnea et Yj. Dori, COMPUTERIZED MOLECULAR MODELING AS A TOOL TO IMPROVE CHEMISTRY TEACHING, Journal of chemical information and computer sciences, 36(4), 1996, pp. 629-636
Citations number
25
Categorie Soggetti
Information Science & Library Science","Computer Application, Chemistry & Engineering","Computer Science Interdisciplinary Applications",Chemistry,"Computer Science Information Systems
The use of molecular models to illustrate and explore phenomena in che
mistry teaching is widespread. However, only one type of model is usua
lly used, and not enough emphasis is put on its meaning. The advantage
of computerized molecular modeling (CMM) stems from the convenience a
nd simplicity of building molecules of any size and color in a number
of presentations. To expose chemistry teachers to the use of CMM we de
veloped a 14 h workshop on models. It consists of an introduction to t
he model concept, using various types of models (including CMM) and ex
periencing ways to use them for illustrating chemical structure and bo
nding via team projects. This workshop has been incorporated into pre-
and in-service training at the Department of Education in Technology
and Science at the Technion since 1994. As a final project, teachers w
ere asked to plan a session of 1-2 lessons by building a miniature dat
abase of molecules along with working instructions. The new methodolog
y is based on using CMM through a special booklet, designed in a const
ructivist approach. During 1995, it was implemented in three tenth gra
de experimental classes with two other classes serving as a control gr
oup. Overall, teachers' attitudes toward using molecular modeling to i
mprove chemistry teaching were favorable. The effect of using molecula
r modeling on students' understanding and constructing new concepts wa
s investigated in relation to chemical structure and bonding as well a
s to geometric and symbolic representation. In two representative ques
tions related to three-dimensional molecule structure, the experimenta
l group performed better than the control group. Students' attitudes t
oward the use of CMM have also been found to be positive. Most of the
students enjoyed using the new methodology and indicated it helped the
m understand concepts in molecular geometry and bonding.