The most frequent words in the full-text chapters excluding abstracts were students more than 2000 times and learning more than 1100 times followed by these words in descending order, fr
Digital Learning and Teaching in Chemistry—What We Know and What We Wish to Investigate Further Y J Dori*a,b, R Peretza, C Ngaic and G Szteinbergd a Faculty of Education in Science and Technology, Technion, Haifa, Israel; Samuel Neaman Institute for National Policy, Haifa, Israel; cOffice of Undergraduate Research and Artistry, Colorado State University, Fort Collins, CO, USA; dCollege Office, College of Arts & Sciences, Washington University in St Louis, St Louis, MO, USA *E-mail: yjdori@technion.ac.il b 1.1 Introduction With education rapidly moving into the digital age, the role of the teacher and lecturer is significantly evolving in an imperative attempt to align with technological advances In chemistry education, educators face many challenges due to changes in the learning environment, including administering and monitoring the learning process Teachers and researchers around the world are looking for creative and efficient ways to move from teachercentred to student-centred classrooms, and from summative, assessment of learning to formative, assessment for learning methods,1 especially in online and digital learning environments.2 Therefore, gathering the most up-to-date Advances in Chemistry Education Series No 11 Digital Learning and Teaching in Chemistry Edited by Yehudit Judy Dori, Courtney Ngai and Gabriela Szteinberg © The Royal Society of Chemistry 2023 Published by the Royal Society of Chemistry, www.rsc.org Downloaded from http://books.rsc.org/books/edited-volume/chapter-pdf/1746389/bk9781839165238-00001.pdf by RMIT University user on 06 February 2024 Chapter Chapter 1.2 Word Cloud Analysis of the Book Chapters A world cloud was generated to summarize the main themes of the chapters in this book The most frequent words in the full-text chapters (excluding abstracts) were students (more than 2000 times) and learning (more than 1100 times) followed by these words in descending order, from more than 850 times to fewer than 270 times: teachers, chemistry, teaching, groups, online, knowledge, digital, feedback, support, content, environmental, and social (see Figure 1.1) Knowledge was included in the top-ten list of both full-text and abstract analyses and the word content was in the top-fifteen of the full text Surprisingly, given the prevailing educational discourse surrounding students’ skills, this word was not included in the top 15, emerging with less frequency The word practices was included toward the end of the list of the 55 most common words in the abstracts of the book (see Figure 1.2) Accordingly, a significant part of this book deals with skills, competencies, and practices, in addition to content knowledge Concepts, understanding, ideas, experiences, hands-on activities, modelling, and information and media literacy are all shown in the full-text word cloud illustration (see Figure 1.1) The word cloud analysis of the abstracts (Figure 1.2), which appear online, is similar to that of the full-text analysis for the top 10 words, in a slightly different order However, it is interesting to note that in both Downloaded from http://books.rsc.org/books/edited-volume/chapter-pdf/1746389/bk9781839165238-00001.pdf by RMIT University user on 06 February 2024 techniques for teaching and evaluating chemistry learning in digital environments is essential.3 In this book, we provide high-school teachers and university and college lecturers with both theory and practice to support their pedagogical decisions regarding online teaching, learning, and assessment methods for chemistry courses There is great potential in deploying digital technologies in purposeful ways, giving chemistry teachers and lecturers a variety of options for a comprehensive examination of learners’ progress.4 Digital technologies can also influence how new assessment criteria are set to match online learning and teaching methods and their unique characteristics for teaching science in general and chemistry in particular Technology has been integrated into classrooms with varying degrees of success even before the COVID-19 pandemic, and the pandemic has forced educators to turn to digital learning to support their students This book is motivated by a desire to collect and share effective and cutting-edge practices in teaching chemistry digitally, especially those that have been recently developed due to the pandemic Furthermore, teaching chemistry digitally has the potential to bring greater equity to the field of chemistry education and foster access to high quality learning This book will contribute to that goal With more than 70 authors from nine countries, our book presents the ways digital learning and teaching of chemistry are being implemented around the world At the same time, because of the universal nature of technology, the topics shared in this book will apply to chemistry teachers, researchers, and learners globally Digital Learning and Teaching in Chemistry Figure 1.2 Word cloud analysis of the abstracts clouds students and learning were the most widely mentioned words When comparing the 20 most frequently used words, the word pandemic is relatively frequent in the abstracts, evenly distributed among all book themes, whereas in the full-text analysis this word does not even make the top 100 (which is also the trend for COVID and COVID-19) The COVID-19 pandemic appears to have more of an impact on the transition to digital online learning than is explicitly indicated in the study’s background, motivation, and structure The fact that the abstracts were written at the first stages of the pandemic and the chapters only about a year later when the transition to digital media had already begun and was practically a fait accompli, might explain that gap Downloaded from http://books.rsc.org/books/edited-volume/chapter-pdf/1746389/bk9781839165238-00001.pdf by RMIT University user on 06 February 2024 Figure 1.1 Word cloud analysis of the full text Chapter 1.3 Contribution 1.3.1 Research-oriented and Theoretical Contributions This book has notable contributions to educational research and theory in a variety of aspects and levels Highlighting various educational issues that have arisen in recent years, certainly since March 2020 when the pandemic began to erupt, may give other researchers opportunities to explore new directions, particularly in the aspect of digital chemistry learning in the post-pandemic era These new directions are evidence-based, so continuing the research avenues shared in this book may yield more important insights that can generate more practical contributions In the first theme of this book, Best Practices of Teaching and Learning Digitally,5 several chapters focus on expanding existing educational theories regarding digital resources for the learning and teaching of chemistry They add fresh perspectives and characteristics related to this kind of learning, both in a student-centred and a teacher-centred approach Other chapters included in the second theme, Digital platforms for increasing inclusion in chemistry education,6 add new knowledge to what we already know about the various aspects of inclusion in online chemistry learning, whether through YouTube, social media, or massive open online courses (MOOCs) The third theme, Using Visualization and Laboratory to Promote Learning in Science,7 is mostly focused on practical and methodological aspects in the application of visualization and technologies in chemistry education However, a couple of chapters clearly illustrate the importance of relying on existing theoretical frameworks (such as knowledge integration), which can add significant value to the development of chemistry learning processes that integrate visualizations and technology The following theme of Digital Assessment8 includes a number of chapters that add new layers to existing theoretical frameworks dealing with different aspects and approaches to assessment These chapters include topics such as formative feedback in laboratory activities, teachers’ assessment knowledge, the need for extensive training in this regard, and the need to provide multi-modal supportive feedback to increase student engagement in learning In the final theme, Building Communities of Learners and Educators,9 all the chapters discuss community formation, bringing new theoretical viewpoints to the field of chemical education This contribution is particularly significant considering the major disturbance caused by the COVID19 pandemic Downloaded from http://books.rsc.org/books/edited-volume/chapter-pdf/1746389/bk9781839165238-00001.pdf by RMIT University user on 06 February 2024 This book aims to benefit a wide range of relevant populations—school and higher education educators, laboratory instructors, educational content developers, education researchers, and policymakers This book has several key contributions that can be beneficial for any of the above populations: research-oriented, theoretical, practical, and methodological contributions Digital Learning and Teaching in Chemistry 1.3.2 Practical and Methodological Contributions 1.4 Recommendations for Future Studies As mentioned in section 1.2, the word skills was among this book’s 55 most frequently used words (see Figures 1.1 and 1.2) in the full-text The frequency of the word skills was about one third of the word knowledge and about half of the word content The relatively medium-level frequency of skills, also referred to as competencies or practices, throughout the book may indicate the importance of future studies that will focus more on these terms and find out how to connect them better to content knowledge in chemistry Another aspect where further research may be helpful to establish the necessary knowledge and tools in digitally assisted learning and teaching is teacher preparation and professional development (PD) programs To support pre- and in-service teachers in using learning technologies to help Downloaded from http://books.rsc.org/books/edited-volume/chapter-pdf/1746389/bk9781839165238-00001.pdf by RMIT University user on 06 February 2024 Several chapters in this book present studies of a distinctly practical and methodological nature, either by elaborating on different existing methodologies and technologies or by presenting results and insights that can and should be applied in educational practice The third theme, which focuses on visualization and laboratory in chemistry education,7 includes studies that are more application-based In this theme, digital technologies that can be used in both remote and in-person chemistry learning are presented, such as virtual and augmented reality, instructional videos, and smartphone applications In the chapters that make up this theme, specific guidelines for using similar digital platforms for other educational purposes (e.g., for other chemistry topics or other disciplines) are described in detail and with full transparency The opening theme, Best Practices of Teaching and Learning Digitally,5 illustrates how technical and theoretical principles are applied in converting in-person chemistry courses into a remote learning platform, and in creating an informal learning environment enriched with augmented and virtual reality in the context of recycling electronic devices Other notable practical and methodological contributions found in the book include identifying the most crucial elements for successful blended learning for better utilization in education systems; adapting an open-access chemistry learning website to the new needs and limitations that emerge over the years; designing an adaptive digital environment for personalized chemistry learning; introducing a modelling tool and methodology that has been proven to facilitate the development of systems thinking; and laying down guidelines for an innovative online assessment that includes a two-stage test to encourage group interaction as a component of inclusive collaborative assessment Most of these technological practices and methods can be used by any chemistry instructor, since the theoretical background, the generalizations and their validity, and the insights arising from these generalizations are all visible and detailed as required by evidence-based education.10 Chapter Acknowledgements The editors wish to express gratitude to the chapter authors for their contribution to this book, and to Roee Peretz, a co-author in this chapter, for providing much needed editorial support and helping to bring this book to completion References M Birenbaum, K Breuer, E Cascallar, F Dochy, Y Dori, J Ridgway, R Wiesemes and G Nickmans, Educ Res Rev., 2006, 1, 61–67 A Littlejohn, N Hood, C Milligan and P Mustain, Internet High Educ., 2016, 29, 40–48 G Shwartz, S Avargil, O Herscovitz and Y J Dori, Chem Educ Res Pract., 2017, 18, 214–232 L D Lapitan, C E Tiangco, D A G Sumalinog, N S Sabarillo and J M Diaz, Educ Chem Eng., 2021, 35, 116–131 See Chapter 2: V Talanquer, in Digital Learning and Teaching in Chemistry, ed Y J Dori, C Ngai and G Szteinberg, Royal Society of Chemistry, United Kingdom, 2023 See Chapter 9: R Blonder, in Digital Learning and Teaching in Chemistry, ed Y J Dori, C Ngai and G Szteinberg, Royal Society of Chemistry, United Kingdom, 2023 See Chapter 16: J Krajcik, in Digital Learning and Teaching in Chemistry, ed Y J Dori, C Ngai and G Szteinberg, Royal Society of Chemistry, United Kingdom, 2023 Downloaded from http://books.rsc.org/books/edited-volume/chapter-pdf/1746389/bk9781839165238-00001.pdf by RMIT University user on 06 February 2024 students develop a deeper understanding of the importance of scientific ideas, more needs to be done in science teacher PD and pre-service training programs to smoothly incorporate technology into the curriculum Researchbased programs based on scientific theories are preferable to programs that lack proper research-theoretical foundations, which mandates more pertinent teacher-centred studies Considering the findings presented in the Digital Assessment theme,8 such training is particularly important regarding teachers’ assessment tools and knowledge in online environments The connection between assessment and online learning environments in the context of teacher training should be subjected to more research Regarding the inclusion of learners from different societies, needs, and backgrounds, additional studies are required to generate insights and knowledge adapted globally as well as to each country and each different target population Adaptation is required to produce reliable research evidence for different target populations, especially in issues related to equity and inclusion—societal aspects of education Some of the studies presented in the book can and should form the basis for similar studies among other populations, in order to expand existing theories or even establish new ones Digital Learning and Teaching in Chemistry Downloaded from http://books.rsc.org/books/edited-volume/chapter-pdf/1746389/bk9781839165238-00001.pdf by RMIT University user on 06 February 2024 See Chapter 22: C Ngai, in Digital Learning and Teaching in Chemistry, ed Y J Dori, C Ngai and G Szteinberg, Royal Society of Chemistry, United Kingdom, 2023 See Chapter 28: M H Towns, in Digital Learning and Teaching in Chemistry, ed Y J Dori, C Ngai and G Szteinberg, Royal Society of Chemistry, United Kingdom, 2023 10 P Davies, Br J Educ Stud., 1999, 47, 108–121 Theme Introduction: Best Practices of Teaching and Learning Digitally V Talanquer* Department of Chemistry and Biochemistry, University of Arizona, Tucson AZ, 85721 USA *E-mail: vicente@u.arizona.edu 2.1 The Promise of Digital Learning Chemistry educators around the world have used diverse digital technologies to support and foster student learning for many years now For example, we have taken advantage of animations1 and interactive simulations2 to help students build connections between the macroscopic world and the sub-microscopic models of matter used to explain, predict, and control the properties of chemical substances and processes We have also developed a variety of video resources to guide student learning in flipped classrooms and other blended learning environments.3 We now have access to a variety of applications for smartphones and tablets that facilitate the creation of multiple chemical representations,4 and different groups of chemistry educators have developed virtual labs where students get to perform different experiments by manipulating virtual chemical reagents and equipment.5 In recent years, chemistry educators have also begun to explore the educational potential of augmented and virtual reality applications.6 Advances in Chemistry Education Series No 11 Digital Learning and Teaching in Chemistry Edited by Yehudit Judy Dori, Courtney Ngai and Gabriela Szteinberg © The Royal Society of Chemistry 2023 Published by the Royal Society of Chemistry, www.rsc.org Downloaded from http://books.rsc.org/books/edited-volume/chapter-pdf/1746355/bk9781839165238-00008.pdf by RMIT University user on 06 February 2024 Chapter Theme Introduction: Best Practices of Teaching and Learning Digitally Downloaded from http://books.rsc.org/books/edited-volume/chapter-pdf/1746355/bk9781839165238-00008.pdf by RMIT University user on 06 February 2024 Despite the availability of multiple and diverse digital resources for the teaching of chemistry, there has been limited discussion, reflection, and research on how to best take advantage of these educational tools to create well-integrated digital learning environments that actively and productively engage students in meaningful learning Many questions remain unanswered on how to use available technological resources to facilitate chemistry learning by giving students more control over the time and place, as well as the path and pace of their studies We would also benefit from having more and better insights into how to guide and support the work of chemistry teachers and instructors as they plan and implement lessons and embark on the assessment of student learning in the digital world Digital teaching and learning can be quite enriching but can also pose diverse challenges to both students and educators In digital environments learning does not need to be restricted to the school day or the school year The use of technological devices with internet access gives students the opportunity to learn at anytime, anywhere, and everywhere Nevertheless, ensuring equal access for all students to digital technologies and Internet services is not easy and failure in this area may be the source of major educational disparities.7 In digital environments students may gain agency and ownership in their learning as they get to make decisions on what, how, and when to learn Nevertheless, making productive choices and actively engaging in the educational process often demand high levels of motivation, self-regulation, and self-efficacy that some learners may need to develop.8 Interactive and adaptive software opens the door for engaging and individualized learning that can be tailored to the needs and interests of every student It creates the opportunity for students to progress at their own pace, following a learning path that suits their knowledge and skills But designing and developing effective adaptive educational resources is costly and time-demanding, and it requires a level of technological expertise that most teachers not possess Interactive and adaptive technologies can provide teachers with valuable formative assessment data that they can use to adjust and adapt instruction to meet the needs of each student Unfortunately, most teachers not have the time and institutional support required to engage in the analysis of such data Teaching in digital environments creates opportunities for teachers to design and implement creative lessons that not only engage students in the analysis of central ideas and concepts in chemistry, but also connect those understandings with questions and problems of relevance in their surroundings Learning in the digital world can be contextualized by focusing on current social, political, economic, and environmental issues being shared and discussed in social media that students access on a daily basis Nevertheless, the design and development of these instructional tasks demand specialized pedagogical content knowledge that many instructors may need to acquire The educational challenges and opportunities associated with digital teaching and learning have been made all the more apparent in the wake of the COVID-19 pandemic which forced chemistry educators at all educational 10 Chapter 2.2 T he Chapters within the Theme “Best Practices of Teaching and Learning Digitally” Given our limited knowledge about chemistry teaching and learning in digital environments, this book is an invaluable contribution to chemistry education as it brings together the knowledge and experiences of diverse chemistry educators across the world In particular, the first part of the book focuses on “Best Practices of Teaching and Learning Digitally” and the authors of this initial set of chapters describe, discuss, and reflect upon many of the educational opportunities and challenges mentioned in the previous section These initial chapters address issues and present examples in three broad areas Chapters and focus on the perspectives and lessons learned about digital teaching and learning by both chemistry students and instructors during the COVID-19 pandemic Chapters and describe and discuss major characteristics of students and instructors that support learning and teaching in the digital world Lastly, Chapters and describe innovative approaches to chemistry teaching and learning in digital environments Chapter by Ho, Ibraj, and Graulich11 summarizes the results of a research study focused on characterizing the perspectives of chemistry students and instructors about factors and conditions that support online teaching and learning The authors characterized challenges that students and instructors faced as they transitioned from in-person to online teaching and identified actions and characteristics of learning environments that helped address such challenges Student learning was affected by lack of social contact, difficulties in adapting to online learning, and lack of direct hands-on experiences in the laboratory, while instructors struggled to rapidly adapt their teaching to online environments with limited support Core strategies to address these issues relied on the creation of conditions and structures that enhanced personal contact, community building, and collaboration In Chapter 4, Iha, Luo, Lutes, and Szteinberg12 describe in detail how four large general chemistry and organic chemistry courses were adapted for fully Downloaded from http://books.rsc.org/books/edited-volume/chapter-pdf/1746355/bk9781839165238-00008.pdf by RMIT University user on 06 February 2024 levels to transform curricula, instructional strategies, and assessment practices to work in digital environments The challenges that chemistry instructors and students faced adapting to online teaching and learning were diverse, spanning from lack of access to the technological resources needed to meaningfully participate in educational activities to difficulties to translate practical experimental work into remote or virtual tasks The pandemic exposed major inequities in access to resources and social capital that students need to advance in their studies,7 as well as serious educational issues linked to conventional chemistry curricula, instruction, and assessment.9 On the other hand, educational work under the pandemic has spurred many innovative approaches to the teaching of chemistry that have enriched the educational practices of many instructors and diversified the approaches to learning of multiple students.10