Continuous Symmetry and Chemistry Teachers: Learning Advanced Chemistry Content through Novel Visualization Tools

Autor/inn/en	Tuvi-Arad, Inbal; Blonder, Ron
Titel	Continuous Symmetry and Chemistry Teachers: Learning Advanced Chemistry Content through Novel Visualization Tools
Quelle	In: Chemistry Education Research and Practice, 11 (2010) 1, S.48-58 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C001046B
Schlagwörter	Experienced Teachers; Science Teachers; Secondary School Teachers; Teacher Workshops; Chemistry; Visualization; Geometry; Molecular Structure; Science Instruction; Computer Uses in Education; Web Sites; Interviews; Learning Processes; Teacher Attitudes; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Chemie; Visualisation; Visualisierung; Geometrie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Computernutzung; Web-Design; Interviewing; Interviewtechnik; Learning process; Lernprozess; Lehrerverhalten; Ausland
Abstract	In this paper we describe the learning process of a group of experienced chemistry teachers in a specially designed workshop on molecular symmetry and continuous symmetry. The workshop was based on interactive visualization tools that allow molecules and their symmetry elements to be rotated in three dimensions. The topic of continuous symmetry is a new field of study that provides a quantitative description of the distance of a specific structure from perfect symmetry. Using novel online tools, teachers were able to perform these calculations with the emphasis on the chemistry, rather than on the mathematics of the calculations. Our results show that even a very basic knowledge of symmetry and continuous symmetry opens up new ways of thinking about and looking at molecules. The addition of visualization tools creates a deeper understanding of molecular structure. Moreover, even though molecular symmetry is not a mandatory part of the chemistry high-school curriculum in Israel, familiarity with concepts of symmetry can help teachers understand and explain other topics, such as chirality and the polarity of molecules. Our results indicate that highly advanced content can influence the way teachers think, understand and teach. This experience can shed light on curriculum choices for teachers' education. (Contains 1 footnote, 1 figure, and 5 tables.) (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10