IES Juan Ramon Jimenez

Málaga, Spain

IES Juan Ramon Jimenez

Málaga, Spain

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This is the second part of a broader investigation dedicated to review the background in the literature about the role of educational games in teaching and learning in the topic of chemical elements and periodic classification. The first part analyzed those proposals aimed to the familiarization of the students with the Periodic Table, through the memorization of the names and their corresponding symbols ("the games in the service of the knowledge of the Periodic Table"). In its second part, we review studies that emphasize on helping students to conceptualize, understand and apply even some aspects in depth related to this subject ("the games in the service of understanding of the Periodic Table"). © Universidad Nacional Autónoma de México.


A great effervescence of educational proposals, recreational type mainly, about the topic of the chemical elements and their periodic classification has arisen in the literature in recent years. This article is the first in a series of two in which we make a review of the main bibliographical sources in the literature about the use of games in teaching and learning this subject. The different proposals are categorized into two groups, depending on the tackled content. In this first part we review the background around to the students familiarization with the names and symbols of chemical elements and their place in the periodic table. The review of elaborated proposals that help to understand more complex aspects related to the nature, the foundations and the applications of the periodic table have been left for the second part. © Universidad Nacional Autónoma de México.


Franco Mariscal A.J.,IES Juan Ramon Jimenez | Oliva Martinez J.M.,University of Cádiz | Bernal Marquez S.,University of Cádiz
Journal of Chemical Education | Year: 2012

This paper describes an educational card game designed to help high school students (grade 10, 15-16 years old) understand, as opposed to memorize, the periodic table. The game may also be used to identify different chemical elements found in daily life objects. As an additional value, students learn the names and symbols of the displayed elements and may recognize typical compounds formed by them. The game is well received by students and engages them more intensely and for a longer period than the other activities with which it is compared. © 2012 The American Chemical Society and Division of Chemical Education, Inc.


Franco-Mariscal A.J.,I.E.S. Juan Ramon Jimenez | Cano-Iglesias M.J.,University of Malaga
Journal of Chemical Education | Year: 2011

A puzzle for high school students about the most important bones of the human body and the chemical elements is presented in this article. This puzzle uses the chemical symbols to spell the names of 35 bones. Underlined spaces and the names of the elements serve as clues. To solve the puzzle, pupils must find the symbols that correspond to the elemental names and rearrange them into the bones names. © 2011 The American Chemical Society and Division of Chemical Education, Inc.


Franco-Mariscal A.J.,IES Juan Ramon Jimenez | Franco-Mariscal A.J.,University of Malaga
Journal of Chemical Education | Year: 2015

This paper presents a project about the chemical elements made by 15-year-old Spanish high school students of Chemistry. It focuses on contex-based teaching combined with the advantages of creating a large mural which subsequently is exposed in the school. The project consisted of researching the chemical elements in the different materials that make up a car, identifying the uses of some chemical elements in daily life, and remembering the names and symbols of the elements. Students' response to the activity was evaluated through a survey in which progress can be seen in the pupils' knowledge regarding the names, symbols, and uses of the chemical elements in daily life. An additional attitudes' survey showed that students had enjoyed the project and the task had helped them understand how chemical elements are used to create materials. © 2015 The American Chemical Society and Division of Chemical Education, Inc.


Franco-Mariscal A.J.,IES Juan Ramon Jimenez | Franco-Mariscal A.J.,University of Malaga | Almoraima Gil M.L.,University of Cádiz
Journal of Chemical Education | Year: 2015

The study reported here was conducted to investigate the perceptions of high school students on the use of educational games as a tool for teaching the periodic table of elements in a chemistry class in Spain. The 127 students who participated in this study came from six different classes in grade 10 (15-16 years old). The students' perceptions of the usefulness of a series of 13 specifically designed games as educational tools was assessed. This was achieved in a survey containing 13 items using a 5-point Likert-type scale, which was completed by the students at the end of the unit. The results of the study reveal that the students who participated had positive perceptions regarding the use of educational games. Students usually found the educational games to be an interesting tool to make the learning process more enjoyable. It can be observed that the students' perceptions of the games are more favorable than for other class tasks used in the control group. The opinions indicate that games also stimulated their participation in classroom activities. Moreover, educational games are considered to help students better understand some of the main concepts presented and discussed throughout the unit. © 2014 The American Chemical Society and Division of Chemical Education, Inc.


This paper presents the educational game entitled "Chemistry in 2014 Brazil World Cup", designed from the Science-Technology-Society (STS) approach and scientific literacy with the aim of teaching the Periodic Table to high school students (15-16 years). Students should solve different tasks related to this topic to win the competition. The results obtained in the evaluation of the game show their educational value not only to produce motivation and interest among students, but also some progress in the learning of chemistry. This shows that the use of recreational activities could be a viable alternative in the classroom. © Universidad Nacional Autónoma de México.

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