World Journal of Chemical Education
ISSN (Print): 2375-1665 ISSN (Online): 2375-1657 Website: http://www.sciepub.com/journal/wjce Editor-in-chief: Prof. V. Jagannadham
Open Access
Journal Browser
Go
World Journal of Chemical Education. 2021, 9(1), 1-7
DOI: 10.12691/wjce-9-1-1
Open AccessReview Article

Possibilities of Learning Contemporary Chemistry via Virtual Reality

Mareike Frevert1, and David-Samuel Di Fuccia1

1Department of Science and Mathematics, University of Kassel, Kassel, Germany

Pub. Date: November 17, 2020

Cite this paper:
Mareike Frevert and David-Samuel Di Fuccia. Possibilities of Learning Contemporary Chemistry via Virtual Reality. World Journal of Chemical Education. 2021; 9(1):1-7. doi: 10.12691/wjce-9-1-1

Abstract

The fundamental challenge for understanding and thus for teaching chemistry is that chemical processes at the atomic level are all inaccessible to sensory experience and must therefore be represented by models. For learners these models are often difficult to understand and to use, as they pose high demands regarding cognitive and spatial ability as well as abstraction. This applies especially when it comes to current developments and research topics of chemistry, like nanoscience. It leads to a situation where modern chemistry and chemical research is more and more inaccessible for learners at universities. Using learning environments that utilize virtual reality may help to overcome this problematic situation as they allow new ways of visualization, a more direct interaction between learner and chemical object and they are open to more game-based approaches. By using VR-technology in combination with aspects of actual chemical research topics, chemistry education students may gain better understanding of modern chemistry. As a result, they should be better prepared to realize modern chemistry lessons in the future, that delivers a realistic view of modern chemistry, cover topics of actual relevance and use digital methods that foster learning. In the following, two projects which focus on VR and contemporary chemistry will be presented. In the first project a virtual reality game was created and embedded in a course of chemistry education. The aim is to present the students a kind of real situation with aspects of modern chemistry, where they have to act as a forensic scientist. Additionally, they should use this VR game as basis for conceptualizing teaching materials for chemistry lessons at school and as a means to promote their digital competencies. In the second project, another context and software for learning contemporary chemical contents via VR is used. Students focus on chemical aspects of the Corona-Virus (Sars-CoV-2) as content and use the VR-software nanome for learning about complex molecular systems and making these chemical aspects teachable afterwards.

Keywords:
contemporary chemical research virtual reality higher education molecular structures models

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]  Hoffman, R. (2006). Elemente der Syntheseplanung. München. Elsevier
 
[2]  Skoog, D., Holler, F., Crouch, S. (2013). Instrumentelle Analytik: Grundlagen - Geräte - Anwendungen. Berlin: Springer Spektrum.
 
[3]  Hessisches Kultusministerium (2016). Kerncurriculum gymnasiale Oberstufe Chemie. Source: https://kultusministerium.hessen.de/sites/default/files/media/kcgo-ch.pdf download: 25.02.2019
 
[4]  Schumacher, A. (2015). Paving the way towards “authentic chemistry teaching”: a contribution to teachers´professional development. Berlin: Logos Verlag.
 
[5]  Bennet, J., Lubben, F. (2006). Context-based Chemistry: The Salters approach. In: International Journal of Science Education, 28 (9), 999-1015.
 
[6]  Frevert, M. & Di Fuccia, D.S. (2017). Contemporary Science in Chemistry Education in Germany. In: The Clute Institute (Hrsg.), International Science Education Conference Proceedings (S. 147-1-147-10). Littleton: Clute.
 
[7]  The Royal Society of Chemistry (2017). Chemistry to go boldly into virtual world. https://www.chemistryworld.com/news/virtually- chemistry/3008119.article (03.03.2018).
 
[8]  Worsch, D., Weißbarth, K.-H., Aigner, A., Franke, J., Vögtle, F. (1986). Stereochemie in Stereobildern: Von Ringen zu Hohlräumen. ChiuZ, 20(1), 11-18.
 
[9]  Smaldone, R. A. (2017): Teaching science through video games, Nature Chemistry, 9, 97-102.
 
[10]  Bamford, A. (2011). LiFE: Learning in Future Education. Evaluation of innovation in learning using emerging technologies. https://www.gaia3d.co.uk/wp-content/uploads/2012/11/Evaluation-of-Innovation-in-Learning- using-emerging-technologies-by-Prof-Anne-Bamford-2011.pdf (08.01.2018)
 
[11]  Frevert, M., Stein-Schomburg, D., Di Fuccia, D.-S. (2018). Virtual Reality in Chemistry Education and Research. Posterpresentation on 49th Australasian Science Education Research Association Conference (ASERA).
 
[12]  Klafki, W. (1974). Didaktische Analyse als Kern der Unterrichtsvorbereitung. In Roth, Blumenthal (Ed.) Didaktische Analyse (pp. 5-34). Hannover: Schroedel.
 
[13]  Reiners, C. 2017. Chemie vermitteln. Berlin. Springer Verlag.
 
[14]  Shulman, L. S. (1986). Those who understand knowledge growth in teaching. Educational Researcher. Retrieved February 05, 2009 from http://er.aera.net.
 
[15]  Mishra, P., Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record Volume 108(6), 1017-1054.
 
[16]  Friedrichsen P. J. et al. (2009). Does Teaching Experience Matter? Examining Biology Teachers´ Prior Knowledge for Teaching in an Alternative Certification Program, Journal of Research in Science Teaching, 46 (4/2009), 357-383.
 
[17]  Mishra, P., Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record Volume 108(6), 1017-1054.
 
[18]  European Commission. 2018. Digitale Kompetenz Lehrender. https://ec.europa.eu/jrc/sites/jrcsh/files/digcompedu_leaflet_de- 2018-09-21pdf.pdf. Download: 17.12.2018
 
[19]  Mandl, H., Gruber, H., Renkl, A. (2002). Situiertes Lernen in multimedialen Lernumgebungen. In L. Issing P. Klisma (Hrsg.), Information und Lernen mit Multimedia und Internet. (139-148). Weinheim: Psychologie Verlags Union.
 
[20]  https://nanome.ai/about/
 
[21]  https://www.youtube.com/watch?v=2A4dAUYOpsI&feature=youtu.be.