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Adaobi Ahanotu
ahanotuadaobi3@gmail.com
ABSTRACT:
This project will determine whether dance, music, GIFS, and/or memes are
effective in teaching chemistry. The final project will consist of a either a website
or a YouTube channel in which I post dance videos/memes/GIFS depending on
which is the most effective based on student’s feedback. In addition, this project
will serve as an alternative, revolutionary model, in comparison to the straight-
lecture model. This is important because there are many different learning styles
and the lecture model is only catering to one learning style. In addition, the reason
I chose to do my project specifically on chemistry is because many college
students struggle in introductory chemistry. As a result this project will provide
other options in learning the material.
INTRODUCTION:
As a college student, I have been in the United States educational system for
more than fourteen years. I have had good and bad teachers. What sets the good
teachers apart is that they find innovative, creative ways to teach that are different
from the standard lecture. In other words, good teachers make learning
entertaining. (Leblanc, 1998). But in all my years of schooling, I have yet to see a
teacher incorporate dance/memes/GIFS as a means to teach. As a result, this
Capstone project will set out to discover if dance/memes/GIFS can be used as a
way to redesign the classroom and teach students, particularly in chemistry. In
addition, my project will answer the burning question of whether art and chemistry
can mingle. As a result, my project will focus more on science subjects because I
want to explore the idea of bringing two vast and different areas of expertise
together. Thus, my project will also portray an interdisciplinary approach of
science and the arts/technology to teach and make the learning experience
enjoyable and effective for students.
PROJECT DESCRIPTION:
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This project will use either dance/GIFS/memes to teach chemistry,
depending on which is more effective. More specifically, the project will consist of
a collection of educational resources that teach chemistry using different media.
This project may culminate in a YouTube channel or a website. By using non-
traditional ways to teach chemistry, I will take into account the visual, auditory,
and tactile learning styles that are often present in any random group of students.
(Ferriman, 2013).
HISTORY:
Many scholars have taken up the call to revolutionize teaching. One of them
is Dr. Edward Redish, a physics professor at the University of Maryland, College
Park. Dr. Redish determined that the traditional lecture-based physics class was not
the right way for students to learn physics. He discovered that a lot of students who
were taught physics through the traditional lecture could not apply the laws of
physics to real-life situations. As a result, Dr. Redish has sought to change this by
introducing technology into the classroom and by creating a specific introductory
class for life sciences majors. Another scholar in physics education research is Dr.
Eric Mazur, a physics professor at Harvard University, who pioneered the use of
peer instruction. A student who knows the material is more likely than a professor
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to clear up confusion that another student has. (Hanford, “Rethinking the Way
College Students Are Taught”).This is because the student recently learned the
material, so they are aware of the conceptual difficulties surrounding the material
and can better help their fellow student.
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Twitter into his class. I was inspired by his teaching method and this is why I
would like to test to see if dance/memes/GIFS can be integrated into chemistry
instruction so that students will learn more.
APPROACH:
This project will manifest itself as a YouTube channel/website consisting of
videos that incorporate dance in teaching introductory-level general chemistry or
memes/GIFS that can be incorporated in teaching introductory level chemistry. I
will post them publicly on YouTube or make a website. Using YouTube’s
like/dislike system, I will be able to gauge whether my project is successful. In
addition, I will invite viewers to email me their suggestions and thoughts so that I
could incorporate those in future videos as well. If I end up making a website, I
will invite other people, especially those in introductory level chemistry classes
here at UMD, to view my website and email me their suggestions and feedback.
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• Week 1 (01/30/17-02/04/17): Review General Chemistry textbook from last
year and high school AP Chemistry notes . Choose topic for meme 1, GIF 1,
and video 1. Make meme 1, GIF 1, and film/edit video 1.
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feedback. If I later on choose a website, I will begin to work on it at this
time.
AUDIENCE:
This project is for high school students enrolled in honors chemistry or AP
Chemistry and college students who are taking the first semester of general
chemistry. This is the audience for my project because in my videos, I will be
covering topics that are commonly taught in these courses. Many students in these
courses want to do well, but may struggle with the current lecture model. As a
result, my videos will provide an alternative approach to learning chemistry.
BUDGET:
• Rabbitgoo 17.7 by 78.7(inches)Self-Adhesive Wall Sticker Wall Paper
Whiteboard: $10.99
• Ella Bella Photography Backdrop Paper (4 by 12 feet): $17.19
OUTCOMES:
One of my long-term goals as a student is to become a doctor. In order to do
that, I would need to take the Medical College Admissions Test (MCAT) which
will test my understanding of chemistry, among other topics. By completing this
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project, I will not only be reviewing for the MCAT, but it will help me understand
the material more because I will be teaching it. This is called the protégé effect.
The protégé effect is the phenomenon in which student teachers score higher than
students who learn the material for their own sake. (Paul, 2011). This project will
live on after my time in DCC as a YouTube channel in which I will upload videos
of topics being taught through dance (provided that I receive positive feedback).
BIBLIOGRAPHY
Gross, Mara. Time, Space, and Energy for Dance Education. MA Thesis, Ohio
State University, 2008.
Hanford, Emily. “Rethinking the Way College Students Are Taught.” American
Radio Works,http://americanradioworks.publicradio.org/features/tomorrows-
college/lectures/rethinking-teaching.html. Accessed 10 November 2016.
Leblanc, Richard. “Good Teaching: The Top Ten Requirements.” The Teaching
Professor, vol.12, no. 6, 1998.
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Paul, Annie Murphy. “The Protégé Effect: Why Teaching Someone Else Is the
Best Way to Learn.” Time Magazine. Nov. 2011.
Robelen, Erik. “Schools Integrate Dance Into Core Academics.” Editorial Projects
in Education, vol. 30, no. 12, 2010, pp. 14-15.