Progress in 2016/2017

This year our innovative technology highlights include: 1) Updates to our website 2) Research in progress on collaborative review of animations and use of "Perspectives" videos. 3) Publications 
In addition, through collaboration with SJSU's ecampus - Yingjie Liu we have worked to explore virtual reality and augmented reality applications so that they can be introduced to our credential students. 

Contrasting Animations - Website

Please explore our website where we have tools that go with two reaction events- 1) Precipitation Reactions and 2)Redox Reactions. In progress, are animations for exploring neutralization reactions
​ http://visualchemistry.sjsu-cs.org/

Publications

1. Kelly, R. M.; Akaygun, S.; Hansen, S. J. R.; Villalta-Cerdas, A. (2017). The effect that comparing molecular animations of varying accuracy has on students' submicroscopic explanations. Chemical Education Research and Practice. DOI: 10.1039/C6RP00240D.
2. Kelly, R. M. (2017). Learning from contrasting molecular animations with a metacognitive monitoring activity. Educación Química. http://doi.org/10.1016/j.eq.2017.02.003
3. Kelly, R. M.; Hansen, S. J. R. (2017). Exploring the design and use of molecular animations that conflict for understanding chemical reactions. Química Nova.http://dx.doi.org/10.21577/0100-4042.20170043

Collaboration and Perspectives

We are currently researching how students reflect on their understanding as they collaborate with other students and also when they view "Perspective" videos that provide an opinion that defends how an animation fits with experimental evidence. The "Perspectives" are not necessarily correct and it is up to the student to decide whether the explanations are useful or not. 

Exploring Virtual Reality and Augmented Reality with Pre-Service Teachers

​Our VR science project aims to prepare future science teacher to be technology innovators in their classrooms and create new learning opportunities to enhance student success with virtual reality. The teacher candidates will explore virtual reality app (e.g., Lifeliqe) on iPad along with HTC Vive or Google Cardboard to interact with interactive 3D science models in a direct and engaging way. They will be able to create, publish and share interactive presentations and e-books with VR content creator for their lessons. Incorporating iPad and VR equipment in the science education course creates new opportunities for teacher candidates making new connections to the science concept and encourages students to ask more questions and take charge of their learning.

See Some Examples
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