The Use of Web 2.

0 and Interactive Tools to Improve Teaching and Learning Chemistry

Selection of Recent Research
Chimeno, J., Wulfsberg, G., Sanger, M., Melton, T. (2006). The Rainbow Wheel and Rainbow Matrix: Two Effective Tools for
Learning Ionic Nomenclature. Journal of Chemical Education, 83, 651.
 This study compared the learning of ionic nomenclature by three different methods; one used the traditional method
where students worked problems at the end of a chapter, while the other two methods used similar game formats
(Rainbow Wheel and Rainbow Matrix) to learn chemical nomenclature.
 The statistical analysis of student performance revealed that the game format methods were more effective in helping
students develop a working knowledge of chemical nomenclature than the traditional method.
 All students identified the same factors as being important in their instruction: the role of visualization, the role of the
instructor, the role of practice, the role of game playing, and the importance of nomenclature.
 Rainbow Wheel Game http://www.chemgames.com/wheel.html. See demo at
http://www.chemgames.com/demos/matrix/matrix01.html.

Kozma,R. and Russell, J. (2005). Multimedia Learning of Chemistry. In R. Mayer (Ed.) The Cambridge Handbook of Multimedia
Learning. Cambridge University Press.
 This chapter proposes the use of situative theory to examine the practices of chemists and to derive implications for the use
of various kinds of representations in chemistry education.
 The daily practice of chemists depends heavily on the use of various representations to shape and understand the products
of chemical investigations. For example, Kozma, Chin, Russelll & Marx, 2000 determined that chemists used multiple
representations together to construct an understanding of the chemical phenomena they investigated in their experiments.
Chemist used structural diagrams to describe the composition and geometry of the compounds they were investigating;
they used diagrams and chemical equations to reason about the reaction mechanisms needed to transform reagents into
produces and the physical processes that would support these transformations. Chemists analyzed various instrumental
displays and printouts to verify the composition and structure of the compounds studies and made references to specific
features of the printouts (e.g., peaks on NMR or mass spectra) as warrants for claims that the desired products were
obtained. The ways these representations are used by chemists has important implications for the use of multimedia in
chemical education.
 Reviews a variety of multimedia chemistry programs, including Connected Chemistry, ChemSense, Molecular
Workbench, ChemDiscovery (http://www.chemdiscovery.com/chemcd/)

Arasasingham, R. , Taagepera, M. , & Potter, F. (2005). Assessing the Effect of Web-Based Learning Tools on Student
Understanding of Stoichiometry Using Knowledge Space Theory. Journal of Chemical Education 82(8), 1251-1262.
 This study examined the impact of a web-based instructional software program on students' cognitive organization or
thinking patterns during the learning process was examined for the concept of stoichiometry.
 Students in a year-long, first-year undergraduate general chemistry course were taught using as homework either the
software tool Mastering Chemistry Web, which stresses the various relationships in stoichiometry while presenting them
concurrently, or end-of-chapter problems from the course textbook.
 A number of comparisons showed significantly improved performances by the students in the web-based class but others
revealed no significant differences.
o In no case, however, did the students in the non-web-based class outperform those in the web-based class.
 Analysis based on knowledge space theory also revealed that the web-based students showed more improvements in their
conceptual understanding of stoichiometry and limiting reagents.
 Mastering Chemistry http://www.masteringchemistry.com
,
Stieff M. and Wilensky, U. (2003). Connected Chemistry—Incorporating Interactive Simulations into the Chemistry Classroom.
Journal of Science Education and Technology, 2(3), 1573-1839.
 This study examined the impact of a novel modeling and simulation package, connected chemistry, and assess its impact on
students' understanding of chemistry.
 Connected chemistry was implemented inside the NetLogo modeling environment. Its design goal is to present a variety of
chemistry concepts from the perspective of emergent phenomena—that is, how macro-level patterns in chemistry result
from the interactions of many molecules on a submicro-level. The connected chemistry modeling environment provides
students with the opportunity to observe and explore these interactions in a simulated environment that enables them to
develop a deeper understanding of chemistry concepts and processes in both the classroom and laboratory.
 This study presents the conceptual foundations of instruction using connected chemistry and the results of a small study
that explored its potential benefits.
 o A three-part, 90-min interview was administered to six undergraduate science majors regarding the concept of
chemical equilibrium.
o Several commonly reported misconceptions about chemical equilibrium arose during the interview. Prior to their
interaction with connected chemistry, students relied on memorized facts to explain chemical equilibrium and rigid
procedures to solve chemical equilibrium problems.
o Using connected chemistry students employed problem-solving techniques characterized by stronger attempts at
conceptual understanding and logical reasoning.
 Connected Chemistry http://ccl.northwestern.edu/curriculum/ConnectedChemistry/

Wu, Hsin-Kai; Krajcik, Joseph S.; Soloway, Elliot (2001). Promoting understanding of chemical representations: Students' use of a
visualization tool in the classroom. Journal of Research in Science Teaching 38(7): 821-842.
• This study investigated how students developed an understanding of chemical representations with the aid of a computer-
based visualizing tool, eChem, that allowed them to build molecular models and view multiple representations
simultaneously.
• Multiple sources of data were collected with the participation of 71 eleventh graders at a small public high school over a 6-
week period.
• The results of pre- and posttests showed that students' understanding of chemical representations improved substantially .
• The analysis of video recordings revealed that several features in eChem helped students construct models and translate
representations.
– Students who were highly engaged in discussions while using eChem made referential linkages between visual and
conceptual aspects of representations. This in turn may have deepened their understanding of chemical
representations and concepts.
• The findings also suggest that computerized models can serve as a vehicle for students to generate mental images.
• eChem is no longer being supported.

Kennepohl, D. (2001). Using Computer Simulations to Supplement Teaching Laboratories in Chemistry for Distance Delivery, The
Journal of Distance Education/Revue de l'Éducation à Distance, 16(2), 58-65.
http://www.jofde.ca/index.php/jde/article/view/178/124
 Computer simulations employing digitized video images were incorporated into the laboratory component of an existing
first-year university chemistry course as part of a pilot study.
 The students were surveyed about their experience and their performance in this distance course was also tracked and
compared with students who did not do the simulations.
 No difference in overall course performance was observed between students who did the simulations and those who did
not.
 However, simulation students completed in-laboratory work in a shorter time frame and showed a slightly higher
performance in the practical laboratory component.
 Unable to find the program used.

Kantardjieff, K., Hardinger, S.; Willis , V. (1999). Introducing Computers Early in the Undergraduate Chemistry Curriculum .
Journal of Chemical Education 76 694. http://jchemed.chem.wisc.edu/journal/issues/1999/May/abs694.html
 In the Department of Chemistry and Biochemistry at California State University Fullerton, majors are introduced to chemical
computation early in the undergraduate curriculum in an electronic classroom equipped with networked Silicon Graphics
workstations.
 CHEM210, "Introduction to Chemical Computation", is a 2-unit, sophomore-level course that has replaced the computer
programming requirement in the undergraduate chemistry major.
o Our students engage in exploration activities whereby they learn how to use modern software packages as tools to
understand chemistry.
o At the same time they learn how to develop a logical sequence of steps toward solving chemical problems or
investigating molecular systems.
o By spending time analyzing data, searching for connections within it, and representing it in different ways to better
understand it, they learn skills needed to become practitioners of their discipline.
o CHEM210 has become an essential component of our curriculum. It has been enthusiastically received by students,
and it has had a positive pedagogical impact.