Open AccessTechnological Innovation in Teaching and Research in Chemical Science: Development of a Computer Application for the Simulation of the Practical Works of Crystallography
Author(s) -
Jabran Daaif*,
Soufiane Zerraf,
Malika Tridane,
S. Benmokhtar
Publication year - 2019
Publication title -
international journal of recent technology and engineering
Language(s) - English
Resource type - Journals
ISSN - 2277-3878
DOI - 10.35940/ijrte.c4665.098319
Subject(s) - computer science , process (computing) , set (abstract data type) , software , mathematics education , simulation software , chemistry education , quality (philosophy) , psychology , physics , programming language , operating system , quantum mechanics
The teaching-learning process has recognized a technological innovation that provides intuitive pedagogical tools for exploring new teaching strategies based on intelligent learning and computer-based virtual experiments in general science and specifically chemistry. The aim of this article is to study the educational value of interactive learning methods based on new computer and communication technologies, while applying a numerical simulation solution to the teaching of chemical experiments. Our work is based on the implementation of a computer application modeling the syntheses, structures and properties of crystallographic materials, in order to identify and study different crystalline structures proposed in theoretical courses, using a standardized set of 3D calculation and transformation functions at different angles based on mathematical calculations.To evaluate the integration of this simulation software and study its pedagogical impact on the students, the research turned to a sample of second-year students enrolled in the chemistry department of the Ben M'sik Faculty of Sciences whose the objective is to do a comparative study between the practical works of crystallography using classical methods and after numerical simulation using our computer application, in order to identify the didactic factors influencing the cognitive engagement of the learners