Abstract:

We present our experience in teaching a particular scientific knowledge to a non-uniform audience with different technical background. The final goal of our workshop was to instruct students in different molecular concepts related to nanotechnology, however, we faced the problem of different ages and different technical levels or scientific background.

In order to improve attention, motivation and transfer of concepts, we introduced in our teaching methodology different tools that particularly involved movies and a 3D molecular visualization platform. Results were tested by means of a particular survey enquired at the end of each activity.

At the beginning of the session, the teacher projected and explained a collection of movies that anticipated the main concepts and results of the experiences planned during the workshop. We observed not only a raise on the motivation and on the level of attention in the students, but also we found a way to clarify concepts and homogenise the level of comprehension.

Furthermore, we complemented the learning experience with the introduction of a software platform that allowed 3D visualization and manipulation of the problems that dealt with concepts and physical properties of molecules at the nanoscale. The students were able to follow the concepts in a virtual reality, operating directly over materials at the atomic level, manipulating structures and testing ideas.

Our results show that this learning concept was not only fruitful to improve the amount of transferred knowledge, but also to induce both self-learning, and the motivation to explore new additional concepts.
In addition, we put on the table a comparison between different workshops on the same subject, where visual learning and 3D molecular manipulation were not present. Results showed that the students did not only clearly find more attractive and motivating a 3D proof of molecular concepts, but also that they captured the main concepts pursued on the teaching session more easily .

References:
- Alonso-Tapia, J. et al. Assessment of learning environment motivational quality from the point of view of secondary and high school learners. Learning and Instruction 16 (2006) 295e309
- Coldren, J. y Hively, J. (2009). Interpersonal Teaching style and student. Impression Formation. College teaching, 57, (2), 93-98.

Keywords:

TICs, 3D Molecular Modeling, Visual learning.