Application of Universal Design for Learning and Digital Fabrication in the Creation of a Tool for Inclusive Teaching of the Ordering of Chemical Elements
{"title":"Application of Universal Design for Learning and Digital Fabrication in the Creation of a Tool for Inclusive Teaching of the Ordering of Chemical Elements","authors":"Cesar Horna-Saldaña*, and , Xavi Canaleta, ","doi":"10.1021/acs.jchemed.4c0067910.1021/acs.jchemed.4c00679","DOIUrl":null,"url":null,"abstract":"<p >This research article aims to use Universal Design for Learning (UDL) and digital fabrication (DF) to create a tool for the inclusive teaching of chemistry, with the specific purpose of enhancing the teaching-learning process in organizing chemical elements. The Design-Based Research (DBR) methodology was employed. This methodology facilitated the design of a tool based on an alternative ordering to the traditional periodic table. Utilizing the principles of Universal Design for Learning and the implementation of digital fabrication technologies, especially 3D printing, it has been possible to link student-centered learning, inquiry-based learning, and hands-on learning. Experimental activities have been carried out with students and teachers from three schools in Catalonia, Spain, as well as validation with experts from the Spanish National Organization for the Blind (ONCE). The assessment discussion and analysis made by students, teachers and experts using mixed methods (quantitative and qualitative) is given. This research has exposed the synergy between universal design for learning and digital fabrication in learning and its contribution to improve the inclusive teaching-learning process.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 12","pages":"5261–5271 5261–5271"},"PeriodicalIF":2.5000,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Chemical Education","FirstCategoryId":"92","ListUrlMain":"https://pubs.acs.org/doi/10.1021/acs.jchemed.4c00679","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"CHEMISTRY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
This research article aims to use Universal Design for Learning (UDL) and digital fabrication (DF) to create a tool for the inclusive teaching of chemistry, with the specific purpose of enhancing the teaching-learning process in organizing chemical elements. The Design-Based Research (DBR) methodology was employed. This methodology facilitated the design of a tool based on an alternative ordering to the traditional periodic table. Utilizing the principles of Universal Design for Learning and the implementation of digital fabrication technologies, especially 3D printing, it has been possible to link student-centered learning, inquiry-based learning, and hands-on learning. Experimental activities have been carried out with students and teachers from three schools in Catalonia, Spain, as well as validation with experts from the Spanish National Organization for the Blind (ONCE). The assessment discussion and analysis made by students, teachers and experts using mixed methods (quantitative and qualitative) is given. This research has exposed the synergy between universal design for learning and digital fabrication in learning and its contribution to improve the inclusive teaching-learning process.
期刊介绍:
The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.