Chapter 1 Digital Learning and Teaching in Chemistry—What We Know and What We Wish to Investigate Further
1.1 Introduction
1.2 Word Cloud Analysis of the Book Chapters
1.3 Contribution
1.3.1 Research-oriented and Theoretical Contributions
1.3.2 Practical and Methodological Contributions
1.4 Recommendations for Future Studies
Acknowledgements
References
Chapter 2 Theme Introduction: Best Practices of Teaching and Learning Digitally
2.1 The Promise of Digital Learning
2.2 The Chapters within the Theme “Best Practices of Teaching and Learning Digitally”
2.3 Final Comments
References
Chapter 3 Supportive Aspects of Online Learning and Teaching—What Does a Rapid Transition Teach Us?
3.1 Introduction—Digital Learning and Teaching
3.2 Case 1: Supportive Factors for Chemistry Students Transitioning to Online Learning
3.2.1 A Theoretical Perspective
3.2.2 Study Design and Methods
3.2.3 Results: Challenges and Supportive Factors Reported by the Chemistry Students
3.2.4 Implications for Future Online Learning
3.3 Case 2: Establishing a Support Network for Instructors for Digital Teaching
3.3.1 Design Principles and Description of the Support Network
3.3.2 Examples from Chemistry
3.3.3 Experiences from Departmental Satellite Support for Chemistry Instructors
3.4 What’s Next? Outlook into Future Digital Learning
Acknowledgements
References
Chapter 4 Adapting Large Intro-level Chemistry Courses to Fully Remote or Hybrid Instruction
4.1 Introduction
4.2 Course Descriptions and Summary of Adaptations
4.2.1 Use of Asynchronous Video Lectures
4.2.2 Assessments and Assignments for Engagement
4.2.3 Active Learning During Synchronous Meetings
4.3 Discussion and Conclusions
Acknowledgements
References
Chapter 5 Personalized Support for Students Learning Chemistry Online—The Development of a Prediction Model
5.1 Introduction
5.1.1 COBLE
5.1.2 E-learning and Blended Learning
5.1.3 Self-regulated Learning (SRL)
5.2 Following Students Learning
5.2.1 Self-regulated Learning Profiles
5.2.2 Involvement Score
5.2.3 Achievements
5.3 Activity Patterns: the Construction of a Prediction Model
5.3.1 General Interpretation of the Structure of Activity Patterns
5.3.2 Success Predictors
5.4 Discussion
5.4.1 Design Implications
5.4.2 Teaching Implications
5.5 Recommendations for Education
References
Chapter 6 A Framework for Learning to Teach Chemistry on a Digital Platform: The Case of Chemical Equilibrium
6.1 Introduction
6.2 The Preparation of Science Teachers through Pedagogical Content Knowledge
6.3 Digital-TSPCK
6.3.1 Positioning d-TSPCK Within a Theory of Knowledge
6.4 Digital Teaching Competence
6.5 Cognitive Theory of Multimedia Learning
6.6 Pulling It Together: A Model Describing d-TSPCK
6.7 Demonstrating d-TSPCK Within Chemical Equilibrium
6.8 Conclusion
References
Chapter 7 Learning With Digital Media About the Chemistry Behind the Recycling of Digital Hardware
7.1 Introduction
7.2 Electronic Waste, Sustainability and Chemistry
7.2.1 Quality Education and Digitization
7.2.2 A Different View on Digitization
7.2.3 Digitization and the Need for Investment in Better Recycling
7.3 Electronic Waste Recycling as an Issue for Chemistry Education
7.3.1 The Project Rare Earths & Co
7.3.2 The Digital Learning Environment
7.4 Conclusion and Outlook
Acknowledgements
References
Chapter 8 Chemistry-based Information in Social Media in Light of Scientific Media Literacy—Teachers’ Views and Classroom Implementation in Secondary Education
8.1 Introduction
8.2 Scientific Media Literacy for Everyone?
8.3 Reflecting Upon Media Messages—Not for Everyone? Teachers’ Views
8.4 Curriculum Development: Parabens in Cosmetics
8.4.1 General Information on Parabens
8.4.2 Structure of the Lessons
8.4.3 Research Design and Reception of the Module
8.4.4 Findings
8.5 Conclusions and Implications
Acknowledgements
References
Chapter 9 Digital Learning Platforms: Digital Platforms for Increasing Inclusion in Chemistry Education
9.1 Digital Platforms for Increasing Inclusion in Chemistry Education
References
Chapter 10 Group Diversity and Innovative Thinking: Lessons Learned From a MOOC on Nanotechnology
10.1 Literature Review
10.1.1 Nanotechnology Courses and Innovation
10.1.2 Massive Open Online Courses
10.1.3 Group Diversity in Science and Engineering Education
10.2 Research Goal and Questions
10.3 Methods
10.3.1 Research Setting and Participants
10.3.2 Research Methods and Tools
10.4 Findings
10.4.1 The Diversity Level of Groups Formed in a Nanotechnology MOOC
10.4.2 Learners’ Perceived Innovative Thinking and the Innovation Level of Nanotechnology Group Projects
10.4.3 Associations Between Group Diversity, Innovative Thinking, and Project Innovation
10.5 Discussion
References
Chapter 11 Integrating Web-based Learning to Make Industrial and Everyday Life Chemistry Accessible to High-school Chemistry Students
11.1 Introduction
11.2 Developing the “General Chemistry and Industrial Chemistry at the Service of Mankind” Website
11.2.1 Website Rationale
11.2.2 Website Development Process and Resulting Contents and Format
11.3 Assessing the Effectiveness of Web-based Learning
11.4 Moving to a Web-based, Non-formal Learning Environment
11.5 Discussion
Acknowledgements
References
Chapter 12 The Next Level in Inclusive Chemistry Education: A Model Approach Using a Multi-touch Learning Book
12.1 Introduction
12.2 Model of Inclusive Chemistry Teaching
12.2.1 Domain Level
12.2.2 Individual Level
12.2.3 Level of Problem Solving
12.3 Transfer of MiC into an Inclusive Learning Environment
12.3.1 Multi-touch Learning Books—A Forward-looking Digital Tool on the Way to Inclusive Teaching
12.3.2 Learning Analytics—Effective Use of Prompts in the Multi-touch Learning Book
12.4 Selected Results
12.5 Conclusion
References
Chapter 13 Can YouTubers Provide Powerful Tools for Addressing Heterogeneity in the Classroom? An Analysis of Videos About the Periodic Table Using the TPACK Framework
13.1 Introduction
13.2 Adaptation of the TPACK Framework
13.2.1 The Pedagogical Field
13.2.2 The Technological Field
13.2.3 The Content Field
13.3 Methods
13.3.1 Analysis of the Videos’ Pedagogical Approach
13.3.2 Analysis of the Videos’ Context
13.3.3 Analysis of the Technological Level of the Videos
13.3.4 Analysis of the Videos’ Content
13.4 Findings
13.5 Conclusions
Acknowledgements
References
Chapter 14 A Formalised Conceptual Model-based Approach for Fostering and Assessing Students’ Systems Thinking in Undergraduate Chemistry Education
14.1 Introduction
14.1.1 Systems Thinking in Chemistry
14.1.2 Teaching Systems Thinking in Chemistry
14.2 Suggested Instructional Approach
14.2.1 Conceptual Modelling Language
14.2.2 Conceptual Modelling Assignment
14.2.3 Identifying Chemistry Understanding Levels in the Conceptual Model
14.2.4 Assessing Systems Thinking in the Conceptual Model
14.3 Summary and Suggestions
References
Chapter 15 Chemistry Teachers’ Awareness of Sustainability Through Social Media:Cultural Differences
15.1 Introduction
15.2 Research Plan and Methodology
15.2.1 Research Participants
15.2.2 Research Tool
15.2.3 Data Analysis
15.3 Results and Discussion
15.3.1 Sustainability Awareness
15.3.2 The Role of Social Media
15.4 Summary and Conclusions
References
Chapter 16 Using Visualization and Laboratory to Promote Learning in Science
16.1 Introduction
16.2 Concluding Comments
References
Chapter 17 Applications of Digital Technology in Chemical Education
17.1 Introduction
17.2 Chemist-curated Educational Technologies
17.2.1 The AR Mobile App—NuPOV (Android, iOS)
17.2.2 A 360° Immersive Laboratory
17.2.3 VR Excursion for Environmental Chemistry
17.2.4 VR Crime Scene
17.3 Digitization of Chemical Education
Acknowledgements
References
Chapter 18 Designing Virtual Chemistry Visualizations Featuring Environmental Dilemmas to Promote Equitable Knowledge Integration
18.1 Introduction
18.2 Designing Visualizations to Welcome Each Student in Chemistry
18.3 Research-practice Partnerships Localize Environmental Dilemmas in Chemistry
18.3.1 Chemical Reactions and Alternative Fuels
18.3.2 Guiding Drawing of Chemical Reactions for Alternative Fuels
18.3.3 Promoting Collaboration During Virtual Experimentation
18.3.4 Designing Assessments that Make Student Ideas Visible for Teachers
18.4 Addressing Social Justice in Chemistry
18.4.1 Chemical Reactions and Air Quality
18.4.2 Affordances of Physical and Virtual Laboratories
18.5 Conclusions
References
Chapter 19 Designing Tutorial Videos to Support Students’ Learning of Reaction Mechanisms in Organic Chemistry
19.1 Introduction
19.2 Theoretical Background
19.2.1 Learning from Videos
19.2.2 Instructional Explanations
19.3 Research Context: Designing Tutorial Videos in Organic Chemistry
19.3.1 Research on Students’ Understanding of Reaction Mechanisms
19.3.2 Selecting a Task Format that Fosters Students’ Engagement
19.4 Research Methodology
19.4.1 Structuring the Verbal Explanation
19.4.2 Implementing Different Highlighting Techniques
19.4.3 Study Design
19.5 Results
19.6 Discussion
19.7 Implications
Acknowledgements
References
Chapter 20 Digital Tools for Equitable In-person and Remote Chemistry Learning
20.1 Introduction
20.2 Theoretical Framework
20.3 The Purpose of the Chemistry Teaching Laboratory
20.4 Preparative and Supportive Digital Tools
20.4.1 Pre-laboratory Instruction
20.4.2 Interactive Simulations
20.4.3 Virtual Reality Simulations
20.5 Replacement Laboratories/Experiences
20.5.1 ‘Kitchen Chemistry’ at Home
20.5.2 Remote Activated Labs
20.5.3 Videos of Experiments
20.6 Equity, Diversity, and Inclusion Considerations
20.7 A Reflection from the University of Sydney
20.7.1 Teaching Laboratories Before the Pandemic
20.7.2 Teaching Laboratories During the Pandemic
20.7.3 Citizen Science: Digital Tools to Support Authentic Research in the Laboratory
20.7.4 Post-pandemic and into the Future
Acknowledgements
References
Chapter 21 Smartphone Applications as a Catalyst for Active Learning in Chemistry: Investigating the Ideal Gas Law
21.1 Introduction and Chapter Goals
21.2 Research-based Science Smartphone Applications
21.2.1 PhET Simulation Suite as a Smartphone App
21.2.2 Phyphox Smartphone App
21.3 Smartphone-enabled Investigations of Ideal Gas Laws
21.3.1 Examining Ideal Gas Laws with PhET Simulations
21.3.2 Examining the Ideal Gas Law with Phyphox
21.3.3 Science Teachers’ Motivations for Using Smartphones in the Classroom
21.4 Smartphone-enabled Investigations in Science Teacher Education
21.5 Conclusions and Lessons Learned
References
Chapter 22 Theme Introduction: Digital Assessment
22.1 Assessing Student Learning in the Classroom
22.2 Digital Assessment Theme Chapters
22.3 Final Thoughts
References
Chapter 23 The Community of Inquiry Framework as a Guide to Implement Inclusive Collaborative Two-stage Exams in Chemistry
23.1 Online Collaborative Two-stage Assessments
23.1.1 An Introduction to Two-stage Exams
23.1.2 History of and Research on Two-stage Exams
23.1.3 Group Formation and Collaboration
23.1.4 Implementation of Online Synchronous Collaborative Exams
23.2 Adapted Community of Inquiry Framework
23.2.1 Cognitive Presence in Online Two-stage Exams
23.2.2 Teaching Presence in Online Two-stage Exams
23.2.3 Social Presence in Online Two-stage Exams
23.3 Improving Collaborative Assessments With the CoI Framework
23.3.1 Supporting the Process of Collaborative Inquiry
23.3.2 Enhancing Social, Teaching, and Cognitive Presences
23.4 Future Research Directions in Two-stage Exams
Acknowledgements
References
Chapter 24 Digital Formative Assessments for Learning
24.1 Introduction
24.1.1 Formative Assessments
24.1.2 The Rise of Digital Tools in Education
24.2 Digital Assessment Options
24.2.1 Digital Submission Flexibility and Assessment
24.2.2 Question-based Assignments and Quizzes Using Transmissive Feedback
24.2.3 Adaptive Learning Systems Using Corrective Feedback
24.2.4 Opportunities for Dialogic Feedback
24.2.5 Learning Analytical Tools for Digital Feedback
24.3 SRES: A Case Study for the Provision of Digital Feedback and Assessment
24.3.1 Case Study 1: Rubric-to-Feedback
24.3.2 Case Study 2: Peer Assessment
24.4 Concluding Thoughts
Acknowledgements
References
Chapter 25 Online Assignments: Pre- and In-service Chemistry Teachers’ Knowledge, Perceptions and Reflections
25.1 Introduction
25.2 Teachers’ Knowledge
25.2.1 Reflection
25.3 Research Goal and Setting
25.3.1 Research Participants
25.3.2 Research Setting
25.3.3 Research Tools and Data Analysis
25.4 Findings
25.4.1 Pre- and In-service Teachers’ Perceptions Regarding Implementing Chemistry Assignments
25.4.2 Pre-service and In-service Teachers’ Knowledge Types as Reflected by the Online Assignments They Developed
25.4.3 Pre-service and In-service Teachers’ Reflections
25.4.4 Recommendations for Teachers: Lessons Learned for Peers
25.5 Discussion
25.6 Insights and Recommendations
References
Chapter 26 ‘I Felt Not So Alone’: the Impact of Muddiest Point Activities on Student Learning Outcomes Through Top Hat Technology
26.1 Background
26.2 Equity and Inclusion
26.3 The Formative Assessment Cycle Framework
26.4 Methods
26.4.1 Research Design
26.4.2 Context of the Study
26.4.3 Participants
26.4.4 Research Questions
26.4.5 Implementation of the Muddiest Point Activities in the Treatment Group Through the Top Hat Technology
26.4.6 Data Collection and Analysis
26.5 Results
26.5.1 RQ1
26.5.2 RQ2
26.6 Summary and Discussion
Acknowledgements
References
Chapter 27 Embedding Feedback in Digital Learning Environments to Promote Learners’ Thinking About Their Thinking in Chemistry
27.1 Background
27.2 Theoretical Lens
27.2.1 A Social Constructivist View of Feedback
27.2.2 Chemistry Discipline-specific Feedback in Online Environments
27.3 Study Context and Inclusive Practice
27.3.1 Methods (Design-based Research in Action)
27.3.2 Feedback Interventions
27.4 Results and Discussion
27.4.1 Students’ Perceptions of ‘Useful’ Feedback Across Blended Online and In-person Learning Environments
27.4.2 Increasing the Value of Peer Interaction Feedback
27.4.3 Further Insights on Feedback in Large Classes
27.5 Lessons Learned and Recommendations for Practice
Acknowledgements
References
Chapter 28 Introduction to Building Communities of Learners and Educators
28.1 Building Communities of Learners and Educators during the Pandemic
28.2 Using Technology to Build Community
28.3 Building Community With Educators
28.4 Conclusions
References
Chapter 29 Bringing Back Learning Communities in the 21st Century
29.1 Introduction
29.2 Bringing Back Online Learning Communities
29.2.1 Introduction to Learning Communities
29.2.2 Field Theory and Behavioural Friction
29.2.3 Psychological Safety
29.2.4 Creating Digital Classrooms for Learning Communities
29.2.5 The Educator’s Role in an Online Learning Community
29.2.6 The Choice of Platform in an Online Learning Community
29.2.7 Evaluation of Different Types of Digital/Social Platforms
29.2.8 Conclusion
Acknowledgements
References
Chapter 30 Supporting Chemistry Teachers in Emergency Remote Teaching—The Role of Professional Learning Communities (PLCs)
30.1 Introduction
30.2 Theoretical Framework and Literature Review
30.2.1 The Refined Consensus Model for PCK
30.2.2 Professional Learning Communities Frame and Characteristics
30.2.3 STEM Teachers’ PLCs
30.2.4 Teachers’ Challenges During Emergency Remote Teaching
30.3 Methodology
30.3.1 Research Setting
30.3.2 Research Tools
30.3.3 Research Participants
30.3.4 Method of Analysis
30.4 Results
30.4.1 Characteristics of Chemistry Teachers’ Work in Emergency Remote Teaching Mode Compared to Routine
30.4.2 PLC Support of Chemistry Teachers Working in Emergency Remote Teaching Mode
30.4.3 Diversity Within Chemistry Teachers’ PLCs
30.5 Discussion
30.6 Conclusion and Recommendations
References
Chapter 31 Strategies for Teaching Chemistry Online: A Community of Educators for the COVID-19 Pandemic and Beyond
31.1 Contributions to Chemistry Education Research (CER)
31.2 Theoretical Framework
31.2.1 CoP
31.2.2 (T)PCK
31.3 Research Questions
31.4 Participants and Setting
31.5 Methods
31.6 Main Findings
31.6.1 CoP
31.6.2 Community and Practice
31.6.3 Domain
31.6.4 Equity and Inclusion
31.7 Lessons Learned
Acknowledgements
References
Subject Index