期刊
JOURNAL OF CHEMICAL EDUCATION
卷 100, 期 4, 页码 1633-1640出版社
AMER CHEMICAL SOC
DOI: 10.1021/acs.jchemed.3c00037
关键词
Upper-Division Undergraduate; Inorganic Chemistry; Hands-On Learning; Manipulatives; Group Theory; Symmetry; Collaborative; Cooperative Learning; Laboratory Instruction
A symmetry activity using student-built models was developed to engage students in identifying symmetry elements for seven molecules. The activity utilized 2D representations, 3D concrete models, and student-created drawings. The results showed consistent student engagement and increased ability to identify symmetry elements.
A symmetry activity using student-built models was developed in line with faculty-developed pedagogical goals and a collaborative learning framework. The activity took place in a 3-h laboratory portion of an upper-division inorganic chemistry course. It required students to identify symmetry elements for seven molecules using common 2D representations, student-constructed 3D concrete models, and student-created drawings. Evidence indicates consistent student engagement with specific tasks in the activity and that these tasks provide utility in symmetry element identification. Data on how different parts of the activity contributed to students' increased ability to identify symmetry elements is presented. [GRAPHICS]
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据