Baraa Rayan¹, Anwar Rayan^{1, 2,}

In developing this study, we hypothesized that the integration of computerized techniques and modeling tools into traditional face-to-face instruction can produce a better hybrid model of teaching, capable of motivating students and improving their attitude toward science in general, and toward chemistry in particular. We tested how molecular visualizations and three-dimensional simulations affect students’ conceptual understanding of chemistry and their attitudes toward learning chemistry. During the academic year 2016-2017, we incorporated Avogadro software into teaching and tested how it affected students’ performance on chemistry exams in their courses. The difference in average scores between the two groups (8.2 points for the experimental group and 6.4 points for the control group) was significant. Student feedback following the initiative was positive and encouraging. Most students indicated that learning chemistry with Avogadro was extremely helpful, bringing the microscopic world of molecules closer to them, and they felt that they would like to see such software integrated into their chemistry studies from day one. Other parameters will be tested in continuation of this study, such as students' attitudes toward learning chemistry and their inquiry skills.

chemistry education, molecular structure, computer-based learning, three-dimensional simulations, meaningful chemistry learning, Avogadro software