Leveraging an App to Support Students with Color-Vision Deficiency and Color-Blindness in Online General Chemistry Laboratories

Autor/in	Wright, Casey Elizabeth
Titel	Leveraging an App to Support Students with Color-Vision Deficiency and Color-Blindness in Online General Chemistry Laboratories
Quelle	In: Journal of Chemical Education, 99 (2022) 3, S.1149-1154 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wright, Casey Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00664
Schlagwörter	Technology Uses in Education; Handheld Devices; Visual Impairments; Distance Education; Chemistry; Assistive Technology; Science Experiments; Color; Students with Disabilities; College Students + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Visual handicap; Sehbehinderung; Distance study; Distance learning; Fernunterricht; Chemie; Colour; Farbbezeichnung; Farbe; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Collegestudent
Abstract	Assistive technologies remain important in supporting student learning in both in-person laboratories and the online laboratory environment. In this article, we describe an adaptation of a smartphone technology called the Color Blind Pal app to aid students in complementing online laboratory assignments in a general chemistry course. The app was integrated into three online laboratory experiments to help students collect data from simulated flame tests, atomic emission spectra, precipitation reactions, and colorimetric titrations. We share how incorporating the app has influenced our perspective on inclusive practices in the online lab curriculum as the app allows both users with color-vision deficiencies or color-blindness to make color observations and for instructors to simulate color-vision deficiencies when designing curricula. Given our use of the app as an assistive technology, we discuss implications for a shift toward universal design for learning(UDL) to proactively design inclusive online laboratory curricula. (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	2024/1/01