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Adapting to student learning styles: using cell phone technology in undergraduate biology, chemistry, and biochemistry instruction
Author(s) -
Timpte Candace,
Sauder Deborah,
Pennington Richard,
Tsoi Mai Yin,
Paredes Julia Barker,
Pursell David P.
Publication year - 2009
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.23.1_supplement.lb306
Subject(s) - flash (photography) , phone , chemistry , multimedia , computer science , mathematics education , psychology , physics , philosophy , linguistics , optics
Students of biology and chemistry traditionally make 3x5 flash cards to assist learning nomenclature, structures, and reactions. Advances in educational technology over the past ten years have enabled flash cards viewed on computers, offering an endless array of drilling and feedback for students. The current generation of students is less inclined to use computers, but they use their cell phones 24 hours a day. This report outlines these trends in student educational technology use and reports on our novel use of educational technology, that of using cell phone flash cards to help students learn biology, chemistry, and biochemistry nomenclature, structures, and reactions. Students responded positively to cell phone flash cards in a pilot study and a more detailed study in general chemistry, general biology, organic chemistry, and biochemistry sections is ongoing and results will be reported.