Information and communication technologies (ICTs) applied to freshmen in chemistry, in four universities from Argentina.

ALÍ, SALVADOR; GALAGOVSKY, LYDIA; GARCÍA, ANA MARÍA; LACOLLA, LILIANA; MÓNACO, MARIELA, ODETTI, HÉCTOR; RAFAELLI, JOSÉ; RAMÍREZ, SILVIA; REMBADO FLORENCIA, SORIANO, ROSARIO; VACCARO, ELVIRA; VIERA, LILIANA

San Juan de Puerto Rico

Conferencia; 43rd. IUPAC World Chemistry Congress; 2011

IUPAC y Colegio de Químicos de Puerto Rico

Teaching the first course of Chemistry at the University level is a challenge. Educative tension arises considering the diversity of students´ previous knowledge –mostly poor- and the large scope of selected careers that demand students learning about “the same basic -but complex- Chemistry syllabus”. To overcome this tension several groups of teachers from four different Universities of Argentina are promoting the use of ICTs. Freshmen Chemistry ICTs approaches were carried out from Buenos Aires, Quilmes, Litoral and Tecnológica Universities from Argentina. This work presents their characteristics, advantages and limitations. Three approaches use a Moodle platform and are non compelling for students. Inside the platform, videos, links to websites, extra exercises, e-mail service and forum have been introduced. Blogs are often included in the ICTs offer. Assessment revealed that main limitations are related to students´ poor knowledge on using these types of technological devices, and their low belief to consider this type of instructional material as worthy to be a complement to the traditional learning materials.    Two other approaches deal with lack of students laboratory experience and the use of a simulation –Crocodile® -- to teach “acid-base equillibrium”; and the use of a spreadsheet with data concerning gas behavior, within the topic of “ideal gases”. Crocodile Chemistry 605.  http://www.crocodile-clips.com/en/Chemistry/ Leu, Jr., D.J., Kinzer , C.K., Coiro, J., & Cammack, D.W. (2004). Toward a Theory of New Literacies Emerging From the Internet and Other Information and Communication Technologies. In R.B. Ruddell, & N.J. Unrau (Eds.), Theoretical Models and Processes of Reading (pp. 1570-1613). Newark, DE: International Reading Association.