Abstract
Recent advances in cheminformatics and bioinformatics research have generated software and computational tools for molecular modeling and visualization that can be incorporated to improve chemistry teaching and learning in high school. Nevertheless, there have never been any study simultaneously reporting chemistry teachers’ awareness, understanding, and confidence toward contemporary computer-aided molecular modeling and visualization tools. This study examined 32 high school chemistry teachers’ knowledge, understanding and confidence toward nine new computational programs on molecular modeling and visualization namely ChemDraw, HyperChem, UCSF Chimera, Marvin Sketch, PsiPred, MBC (PS2), Rampage, Vienna RNA Package and Mode RNA following two days of professional workshop-based training. After completing the training and assessments, the teachers showed an enhancement in awareness, understanding, and confidence toward those nine computational programs. Intensive activities consisting of theoretical lectures, hands-on practices, assignments, and case study presentations seem to provide valuable resources to the increase in teachers’ knowledge, understanding, and skill that incorporates computational technology. Hence, the impact of this research pointed toward the value of teachers’ professional development that creates a platform to reduce the barriers of access, resources, knowledge, and skills. This study is expected to help improving teachers’ awareness, understanding, and confidence necessarily required for further implementation of available technology for instructional purposes.Â
Highlights
Digitalization and the internet of things (IoT)-based technologies have become the driving force of industrial revolution 4.0 that has a profound impact in the social endeavorF
The workshop conducted intended to introduce and assist chemistry teachers to current molecular modeling and visualization tools that may improve their pedagogical activities in chemical structure instruction
From the pre-survey, it was known that the awareness of chemistry teachers to ChemDraw was already very high (81.3%), followed by HyperChem (43.8%), Mode RNA (12.5%), Marvin Sketch (9.4%), UCSF Chimera (6.3%), Rampage (6.3%) (Figure 1)
Summary
Digitalization and the internet of things (IoT)-based technologies have become the driving force of industrial revolution 4.0 that has a profound impact in the social endeavorF. Mariti / JPII 8 (4) (2019) 436-446 that have been expanded and integrated, ranging from interactive visualization to computational modeling tools and e-learning media in science teaching and learning environment (Krajcik & Mun, 2014) This progress is facilitated by the characteristics of elementary to high school students in this millennial era, known as digital natives, who are already very familiar with digital modes such as smartphones, iPads, or devices connected to the Internet (Keengwe & Georgina, 2013). This digital ecology and technology have tremendous potentials to transform science teaching and learning to be more attractive, interactive and personal, supporting the recent campaign on integrating computational thinking in education and promoting digital as well as visual literacy of science (Bucchi & Saracino, 2016; García-Peñalvo & Mendes, 2018; Jarrahi et al, 2019)
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