Perspectives on blended learning through the on-line platform, LabLessons, for Chemistry
The effectiveness of blended learning was evaluated through the integration of an online chemistry platform, LabLessons. Two modules, Formation of Hydrogen and Titration, were designed by college mentors alongside classroom chemistry teachers to engage and allow high school students to better compre...
| Autores: | , , , , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2018 |
| País: | España |
| Institución: | Universitat Politècnica de Catalunya (UPC) |
| Repositorio: | UPCommons. Portal del coneixement obert de la UPC |
| Idioma: | inglés |
| OAI Identifier: | oai:upcommons.upc.edu:2117/116329 |
| Acceso en línea: | https://hdl.handle.net/2117/116329 https://dx.doi.org/10.3926/jotse.312 |
| Access Level: | acceso abierto |
| Palabra clave: | Blended learning High school High school teaching Teaching and learning in higher education Classrooms Chemistry--Study and teaching Technology STEM High School Chemistry General science Learning Education Aprenentatge mixt Ensenyament secundari Química -- Ensenyament secundari Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Metodologies docents |
| Sumario: | The effectiveness of blended learning was evaluated through the integration of an online chemistry platform, LabLessons. Two modules, Formation of Hydrogen and Titration, were designed by college mentors alongside classroom chemistry teachers to engage and allow high school students to better comprehend these scientific topics. The pre-lab modules introduced the students to experiments they were expected to perform in class the following day. The modules consisted of an introduction as well as either a visualization and/or simulation specific to each topic. Students and teachers who utilized LabLessons were surveyed to establish a preliminary research on the use of technology in classrooms. Student and teacher surveys demonstrated LabLessons to be an interactive and helpful tool to improve students' understanding of conceptual ideas |
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