Using Touch-Screen Technology, Apps, and Blogs To Engage and Sustain High School Students' Interest in Chemistry Topics

Using Touch-Screen Technology, Apps, and Blogs To Engage and Sustain High School Students' Interest in Chemistry Topics. Kim, H., Chacko, P., Zhao, J., & Montclare, J., K. JOURNAL OF CHEMICAL EDUCATION, 91(11):1818-1822, AMER CHEMICAL SOC, 11, 2014.
abstract bibtex

As part of an outreach program, we integrated chemistry apps with blogging to enhance the learning experience of students in and outside the classroom. Our outreach program involved college mentors who participated in the development and implementation of chemistry lessons alongside the classroom teacher. Three technology-rich modules that focused on molecules, balancing equations, and nuclear chemistry were taught to high school students. Feedback-oriented and interactive lessons through apps with blogging were used to engage the students with the instructors as well as their peers. The combination of blogging with interactive apps increased student involvement and sustained their interests in the chemistry topics covered by the modules. The students were divided into experimental and control groups. The experimental groups were required to use the blog, where students viewed the questions and uploaded their answers and comments. The control group did not have access to the blog during the modules. Performance, class participation, and interest in STEM fields by the groups were examined. The students received a personalized, interactive learning experience in chemistry, the college mentors gained teaching and mentoring experience, and the teacher received assistance in implementing technology in the classroom.

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 abstract = {As part of an outreach program, we integrated chemistry apps with
blogging to enhance the learning experience of students in and outside
the classroom. Our outreach program involved college mentors who
participated in the development and implementation of chemistry lessons
alongside the classroom teacher. Three technology-rich modules that
focused on molecules, balancing equations, and nuclear chemistry were
taught to high school students. Feedback-oriented and interactive
lessons through apps with blogging were used to engage the students with
the instructors as well as their peers. The combination of blogging with
interactive apps increased student involvement and sustained their
interests in the chemistry topics covered by the modules. The students
were divided into experimental and control groups. The experimental
groups were required to use the blog, where students viewed the
questions and uploaded their answers and comments. The control group did
not have access to the blog during the modules. Performance, class
participation, and interest in STEM fields by the groups were examined.
The students received a personalized, interactive learning experience in
chemistry, the college mentors gained teaching and mentoring experience,
and the teacher received assistance in implementing technology in the
classroom.},
 bibtype = {article},
 author = {Kim, Heejoo and Chacko, Priya and Zhao, Jinhui and Montclare, Jin Kim},
 journal = {JOURNAL OF CHEMICAL EDUCATION},
 number = {11}
}

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