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Instructional Interactivity and Technology Components of a Freshman Chemistry Course
PROCEEDINGS

, , Florida State University, United States

Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Educational technologies have provided opportunities for better teaching and learning environments in chemistry. The difficulties of teaching large classes with the resulting limitations of face-to-face interaction between instructor and students have been long-term problems for chemistry teaching in college freshman chemistry classes. However, with the enhancement of technologies (e.g. World Wide Web (WWW), interactive compact disk technology, e-mail communications, etc.) at lower and lower costs, and by the use of these instructional technologies especially in high populated (over 150 students) freshman chemistry classes, overall interactivity necessary for viable knowledge construction increases. In this article, the theoretical significance of a technology enhanced General Chemistry course at a Southeastern University in the U.S. is discussed in terms of its various curricular elements in the frame of instructional interactivity.

Citation

Kahveci, A. & Kahveci, M. (2004). Instructional Interactivity and Technology Components of a Freshman Chemistry Course. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 1215-1217). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 17, 2019 from .

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