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Articles 1 - 3 of 3
Full-Text Articles in Physical Sciences and Mathematics
Visualization Without Vision – How Blind And Visually Impaired Students And Researchers Engage With Molecular Structures, Croix J. Laconsay, Henry B. Wedler, Dean J. Tantillo
Visualization Without Vision – How Blind And Visually Impaired Students And Researchers Engage With Molecular Structures, Croix J. Laconsay, Henry B. Wedler, Dean J. Tantillo
Journal of Science Education for Students with Disabilities
This article examines the tools and techniques currently available that enable blind and visually impaired (BVI) individuals to visualize three-dimensional objects used in learning chemistry concepts. How BVI individuals engage with and visualize molecular structure is discussed and recent tactile (or haptic) and auditory methods for visualization of various chemistry concepts are summarized. Remaining challenges for chemistry education researchers are described with the aim of highlighting the potential value of educational research in further enabling BVI students to pursue careers in science, technology, engineering, and mathematics (STEM) fields.
New Innovation In The Flipped Chemistry Classroom
New Innovation In The Flipped Chemistry Classroom
The Graduate Review
No abstract provided.
Paradigms For Creating Activities That Integrate Mathematics And Science Topics, Janet Bowers, Kathy Williams, Antoni Luque, Devon Quick, Mary Beisiegel, Jody Sorensen, Joan Kunz, Diane Smith, Lori Kayes
Paradigms For Creating Activities That Integrate Mathematics And Science Topics, Janet Bowers, Kathy Williams, Antoni Luque, Devon Quick, Mary Beisiegel, Jody Sorensen, Joan Kunz, Diane Smith, Lori Kayes
Journal of Mathematics and Science: Collaborative Explorations
Research has shown that undergraduate students benefit from seeing examples of mathematics applied to real-world situations. This article describes three different paradigms for how math and discipline partner faculty worked together to create mathematical activities that illustrate applications of the topics being studied in precalculus and calculus. All three examples are discussed within the framework of PDSA cycles to describe the process by which the teams collaborated to plan, enact, study, and refine their lessons. Findings discuss both the difficulties of creating integrated activities (differences in terms and definitions between math and science faculty, different foregrounding of math versus science …