ChemVoyage: A Web-Based, Simulated Learning Environment with Scaffolding and Linking Visualization to Conceptualization

Autor/inn/en	McRae, Christopher; Karuso, Peter; Liu, Fei
Titel	ChemVoyage: A Web-Based, Simulated Learning Environment with Scaffolding and Linking Visualization to Conceptualization
Quelle	In: Journal of Chemical Education, 89 (2012) 7, S.878-883 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed200533u
Schlagwörter	Internet; Feedback (Response); Organic Chemistry; Web Based Instruction; Cues; Concept Mapping; Reflective Teaching; Tutorial Programs; Computer Simulation; Remedial Instruction; Higher Education; Undergraduate Students; Scientific Concepts; Science Instruction; Scaffolding (Teaching Technique); Constructivism (Learning); Visualization + Suchen Sie Ihr Suchwort? Organische Chemie; Web Based Training; Stichwort; Concept Map; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Computergrafik; Computersimulation; Förderkurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Visualisation; Visualisierung
Abstract	The Web is now a standard tool for information access and dissemination in higher education. The prospect of Web-based, simulated learning platforms and technologies, however, remains underexplored. We have developed a Web-based tutorial program (ChemVoyage) for a third-year organic chemistry class on the topic of pericyclic reactions to illustrate this approach with scaffolding and visual auxiliaries. The questions in the tutorial are tiered to simulate the pyramidal structure of knowledge and interlinked to form concept maps required to aid student learning. Visual cues and remedial exercises are linked to advanced questions to facilitate integration of knowledge. Students advance through lower levels to reach higher levels at their own pace. This Web-based learning program provides flexible delivery for the learner and records the learning history of an individual user for the instructor. The diagnostic information helps with reflective teaching and facilitates independence of the learner. Student feedback shows that this is an effective approach in improving their learning outcomes. (Contains 3 figures.) (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10