Enrique Arce-Medina and Patricia Flores-Allier

ESIQIE, Instituto Politcnico Nacional, Edif. 7,Unid. Prof. A.L.M., Mxico 07738 D.F., Mx., earcem@ipn.mx.
Abstract
This poster presents a review of most useful mobile Apps for learning
chemistry. Our objective on this ongoing research programis to examine the
implementation of smartphones Apps for improving learner outcomes. It was
appliedtoatheoretical coursetaught inachemical engineeringdegree.
Course description
For morethantenyearstheauthor hasbeenlecturingtheundergraduatecourse
of Basic Chemical Process Design in the 7th semester at the Chemical
EngineeringSchool of theNational PolytechnicInstitute(IPN), of Mexico. All
course material was available online throughout the course Web page.
Studentsworkinaproject todesignachemical process. Theproject actsasthe
stimulus and focus for students learning. The teaching approach integrates
team problem solving, turn-to-your neighbor exercises, project-oriented
learning, and some web-based interaction combined with the traditional
lectureinstructionstrategy. Theselectionof themost appropriatechemical
process routeto fabricateaproduct isthefirst andmost important stepof
the project. The set of chemical reactions that use the cheapest raw
materials and produce fewest by-products are preferred, but other
quantitativeandqualitativemeasures must betakeninto account, suchas
safety and pollution prevention measures. After this stoichiometric and
material balancecalculationshavetobedone.
Method
StudentsareaskedtorevisetheAppsandtopracticewiththemfor homework.
We try to make homework more interesting and relevant to students. By
practicing withtheApps students get abetter understandingof chemistry and
feel moreconfident. Questionnaires wereanswered by thestudents about the
useof smartphones for learning. Most students madepositivecommentsabout
what theythought of theuseof Appsfor learningchemistry. Morethan80%of
students consider the use of Apps to be fun and useful. In the questionnaire
there are questions asking for their level of agreement about activities where
theyworkonsolvingproblems, andsearchingfor information.
This study demonstrated that an increasing attention must be paid to the use of emerging
technologies that improve students skills.. We conclude that the smartphone can simplify
learning and it could be of a great help when teachers supervise and direct the use of the
Apps.
Poster No.
580-2 P
The survey
Studentswereaskedtorateeachactivityintermsof importanceandtheir satisfactionwiththe
extent to which each was useful for learning. In addition to asking for their preferences the
questionnaire also includes open-ended questions to encourage students to express their
opinionthoroughly. Students wereaskedto indicatetheextent of their agreement oneachof
theten skills items using aseven-point Likert-typescale. Thehigher theranking thegreater
thelevel of agreement, most studentsrespondedthat they didnt thought themobilephone
couldbeauseful devicetousefor studying, they feel comfortableusingthesmartphone
Apps. Femalesspendmoretimeontheir phonesthanmalesandcheck their phonesmore
often. SomeAppshavehelpedthemtoimprovethequalityof their work.
Many Apps provide lessons on general chemistry and organic chemistry with
exercises and quizzes to help students master the concepts and evaluate their
level of comprehension. Students learn organic chemistry nomenclature by
practicing theidentification, naming and recognition of organic molecules and
their functional groups. Some Apps can open the Wikipedia page for the
selectedelement or compound.
Apps that provide lessons on reactions mechanisms and stoichiometry and
reactionanimationsarehighlyappreciatedbystudentsat our school. Thereare
Apps withlots of exams withdifficulties rangefromeasy tohardandinclude
answersfor each.
Periodic Table
Andchemistry
calculator
Conclusion
Lots of chemistry Applications
It is imperativefor learningchemistry to understandhowtheperiodic table
of elements is organized and how to read information fromit. There are
morethan60Apps for periodic tables. Many arefree, approximately 30%.
Students can click on any element to get detailed information including
images, isotopes, electronshellsandmore. Someperiodictablesareeasyto
zoominandout withtwofingers
Do Apps really help students learn chemistry?
Apps are application software designed to run on smartphones and other
mobile devices. The Apps provide new ways of interacting with
information. Interaction happens anytime, anywhere, with anyone or
anything (course materials, outside resources, experts). The challenge to
teachers is howto takeadvantageof theApps, inthecontext of thecourse,
to help students learn chemistry. Use of mobile phones and tablets as a
mediumfor learningisdefinedasM-Learning. M-Learningcansupport and
enhance both the face-to-face and off campus teaching and learning
contexts by using the mobile wireless devices as a means to leverage the
potential of Internet tools. The use of the wireless mobile devices can be
doneat home, at theschool or anywhere, anytime. Themobiletechnology
that our students are using everyday, hours-a-day, deserves some
considerationfor potential usetohelpstudentslearn.
Introduction
TheseApps includes properties for each individual element with history of
discovery, and can perform some calculations like formula mass and a
chemical equation balancer. Most Apps features flashcards filled with
questions that help students learn difficult concepts, and even offer
opportunitiestoplaygameswhilelearningchemistryor watchlessonvideos
offline. Lessons showhowproblems aresolved step by step at aslow and
easy to follow pace while games can be fun and interesting. The lessons
includequizzes for self-evaluation. Withmultiplechoicestylequestions for
instant feedback on student understanding. The cards are organized into
major chemistrycategories.
There are Apps that can view, edit and build molecules in 2D and 3D, others with
screencasts for analytical chemistry calculations of molarity and dilutions, games for
experiments, dictionaries of chemistry terms, and titration simulators. Others provide
features to performcomplex calculations on topics ranging fromgases, solutions,
thermodynamics, electrochemistry, andacidsandbases.
Students are immersed in digital technologies as essential tools for learning however
therearesomeprosandcons:
PROS: Flexibility, affordablemost students havetheir owndevice, portable, anywhere,
anytime learning, enables a personalized learning experience, Students choice in
device, Immediatefeedback.
CONS: Somestudentsdonot haveaphone, classroomdistraction, Potential for unethical
behavior (cheating), privacy concerns, health concerns, raise questions about how to
evaluate, lackof competence. TheseaffectsM-learningreadinessandacceptance.
Elemints:
Periodic Table
Learnorganic
chemistry
Organic
Chemistry
CGSE
Chemistry
calculator
Chemistry
Quiz
Periodic
Table+
EMD PTE
Molecules
Thechemical
touch
Periodic Table
Organic
chemistry
FlashCards
Learn
Chemistry &
Organic
Periodic
Tableof
elements
Organic
Chemistry
iElemints:
Periodic
Table
Periodic
Table
Explorer
Periodic
Tablefor
IOs
Go REACT Chemistry REF
Nice
molecules
Periodic
TableProject
iChemCalc
Chemistry
OrgoFlash
ChemCards
ChemEngby
WAG Mob
Organic
Chemistry
FlashCards
Chemisode
Unit 1
Exploring
Chemistry
Chemistry
Aid
ChemPro
Chemistry
tutor Organic
Chemistry
Nomenclatur
e
The
Chemistry
Touch Organic
Chemistry
Essentials
Atoms To Go PeriodikTable
Chemistry
Quiz
Periodic
Table
Flashcards
AP Chemistry
Preparation
Element
Matching
ChemConvert ChemDoodle
SAT II
Chemistry
Chemical
Safety Data
Sheets
Organic
Chemistry
Test Bank
Periodic Table
Quiz
Elements
Quiz
Chemistry
Handbook
TheOrganic
Chemistry
Review
Chemistry
Formula
calculator
Chemistry
101vocab.
Chemistry
Helper
Chemical
equation
Balancer
Chemical
reactions
balancer
Chemistry
MobileFree
Teachers must become informed on the current available Apps as possible
supplements to enhance learning, because many available Apps are constantly
changing.
Chemistry