Pixel International Conferences

In this contribution we’ll present a project for university freshmen with chemistry as either their major or minor. The project’s aim is the design of didactically sound educational videos supplying students with solution strategies regarding exercises in the subject area of acids and bases. In order to ensure sustainable learning successes, special focus is placed on students’ individual prior experiences as well as their proficiency levels [1]. For this purpose, specific approaches for a number of individual exercises are being presented in the form of narrated step-by-step instructions, using the presentation medium PowerPoint. Within the videos a strong emphasize is put on the macroscopic, submicroscopic and representative dimensions as described by Johnstone’s triangle, in order to substantiate the students’ chemical understanding [2]. To this end, the videos are being supplemented by a number of descriptive graphics and experimental sequences. The chosen medium offers numerous advantages: (i) a location-independent play-back, (ii) an unlimited number of re-runs, (iii) the addressing of several learning channels such as visual and auditory senses, (iv) an increased learners’ motivation due to the interactive character, and (v) the cultivation of learning skills such as autonomous learning and knowledge expansion. Thus, conceptual gaps and misconceptions should be overcome and a more successful start into chemistry studies should be achieved [3, 4]. The educational videos will cover most of the topic’s important elements such as the theories and the strength of acids and bases, pH calculations, dissociation constants and ionic products, buffers, as well as neutralizations and volumetric analyses.

References:

[1] Campbell, L. M., Campbell, B., Mindful Learning: 101 Proven Strategies for Student and Teacher Success. second edition. USA, Corwin Press, 2008, pp. 7-12.
[2] Reiners, C., Chemie vermitteln: Fachdidaktische Grundlagen und Implikationen. Berlin Heidelberg, Springer Spektrum, 2007, p. 27.
[3] Vural, Ö., F., The impact of a question-embedded video-based learning tool on E-learning. Educational Sciences: Theory & Practice, 13 (2), 2013, pp. 1315– 1323.
[4] Berk, R. A., Multimedia teaching with video clips: TV, movies, YouTube and mtvU in the college classroom, Int. Journal of Technology in Teaching and Learning, 5 (1), 2009, pp. 1–21.
[5] Kennedy, G., Judd, T. S., Churchward, A., Gray, K. & Krause, K., First year students’ experiences with technology: Are they really digital natives? ‘Questioning the net generation: A collaborative project in Australian higher education’, Australasian Journal of Educational Technology, 24(1), 2008, pp. 108-122.
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[12] Berk, R. A., Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college        classroom. International Journal of Technology in Teaching and Learning, 5(1), 2009, pp. 1–21.
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[17] Johnstone, A. H., Why is science difficult to learn? Things are seldom what they seem, Journal of Computer Assisted Learning, 7(2), 1991, pp.75-83.
[18] Lage, M.J, Platt, G.J., Treglia M., Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 2000, p. 32.
[19] Day, A., Foley J. D., Evaluating a web lecture intervention in a human–computer interaction course. IEEE Transactions on Education, 49(4), 2006, pp. 420–431.