From Stoichiometry – Mole to Mole relationships (YouTube)
How did you select the images and digital platform for your project?
My practicum class is currently learning about stoichiometry, which includes comprehending the given chemical equation, understanding the relationship between reactants and products, and converting between different units to produce the correct answer. Students often have a hard time on these operations because there are many calculations they have to perform, and the order of operations can be confusing to them. Therefore, this unit often requires multiple lessons and many practices for students to familiarize themselves with the concept and apply them. However, because the time students spend in a class is limited, and the time a teacher can spend on one particular topic is also limited, providing repeated instruction though necessary, is difficult to implement. This is where screencasts, or short videos with a specific topic could be very useful. If students have videos on specific topics that they can watch as they complete their assignments, and review as they prepare for their exams, it would save both students and teacher much time for them to give further instructions and make deeper connections. The short video shown above does not have many images because of its specific topic, but its digital platform allows creativity and promising potentials.
In what ways did creating the visualization deepen your understanding of the topic in ways that reading alone might not have?
The process of creating this 3-minute video was more complex than I thought it would be as I was planning for it. An iPhone was used to record the video, but I needed an apparatus to hold the iPhone as it recorded, and had to make sure it did not shake or fall as it was recording. Furthermore, after recording the video I had to use a software called iMovie to convert the format of the video into a different format that could be uploaded onto the digital platform. Then, I needed to go to YouTube and upload the video.
The process of creating this visualization did help me in thinking through the entire process again and reviewing the necessary steps required to solve this particular type of problems. It helped me connect previously learned concepts with what we learned to see the bigger picture, and the objectives of performing stoichiometry. During the explanation of the solution to the problem, I also had to think about what some questions students may have while they read the textbook are, and incorporate them into my explanation.
How has the process influenced your thinking on visualization as a vehicle for learning and/or how might you use visualization in your future teaching?
On the internet, there are already many useful websites where students can go and learn by watching teachers explain concepts in the form of videos. Some of these websites include the Khan Academy, and the Youtube. Therefore, the idea of learning by watching a video was not new to me. However, as I was making this visualization I realized instead of having the students simply watch the video, it would be much more beneficial to students if they were asked to create their own videos and share them in their community. In my future teaching, I would incorporate this form of visualization by asking students to choose a topic of their interests, create a video of them explaining the topic, and share it with their learning community. I believe this learning method would allow students to master the content by teaching each other, and it would also provide materials students can always go back and review.