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ERIC Number: EJ1046229
Record Type: Journal
Publication Date: 2014-Nov
Pages: 5
Abstractor: As Provided
ISSN: ISSN-0021-9584
Using Touch-Screen Technology, Apps, and Blogs to Engage and Sustain High School Students' Interest in Chemistry Topics
Kim, Heejoo; Chacko, Priya; Zhao, Jinhui; Montclare, Jin Kim
Journal of Chemical Education, v91 n11 p1818-1822 Nov 2014
As part of an outreach program, we integrated chemistry apps with blogging to enhance the learning experience of students in and outside the classroom. Our outreach program involved college mentors who participated in the development and implementation of chemistry lessons alongside the classroom teacher. Three technology-rich modules that focused on molecules, balancing equations, and nuclear chemistry were taught to high school students. Feedback-oriented and interactive lessons through apps with blogging were used to engage the students with the instructors as well as their peers. The combination of blogging with interactive apps increased student involvement and sustained their interests in the chemistry topics covered by the modules. The students were divided into experimental and control groups. The experimental groups were required to use the blog, where students viewed the questions and uploaded their answers and comments. The control group did not have access to the blog during the modules. Performance, class participation, and interest in STEM fields by the groups were examined. The students received a personalized, interactive learning experience in chemistry, the college mentors gained teaching and mentoring experience, and the teacher received assistance in implementing technology in the classroom.
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: DMR-1205384; DMR-0820341