Interlocking Toy Building Blocks as Hands-On Learning Modules for Blind and Visually Impaired Chemistry Students

• Published in: Journal of chemical education Vol. 93; no. 6; pp. 1049 - 1055
• Main Authors: Melaku, Samuel, Schreck, James O, Griffin, Kameron, Dabke, Rajeev B
• Format: Journal Article
• Language: English
• Published: Easton American Chemical Society and Division of Chemical Education, Inc 14.06.2016; Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society; American Chemical Society
• Subjects: Blindness; Change; Chemistry; College students; Hands on Science; High School Students; Instructional Materials; Learning; Learning Experience; Locking; Modules; Molecular orbitals; Organic chemistry; Science education; Science Instruction; Students; Students with disabilities; Surveys; Teaching Methods; Toys; Undergraduate Students; Visual Impairments; First-Year Undergraduate/General; Hands-On Learning/Manipulatives; Periodicity/Periodic Table; Continuing Education; Testing/Assessment; High School/Introductory Chemistry; General Public
• ISSN: 0021-9584; 1938-1328
• DOI: 10.1021/acs.jchemed.5b00252

Interlocking toy building blocks (e.g., Lego) as chemistry learning modules for blind and visually impaired (BVI) students in high school and undergraduate introductory or general chemistry courses are presented. Building blocks were assembled on a baseplate to depict the relative changes in the periodic properties of elements. Modules depicting the electron configuration of an element and molecular orbital theory were also constructed. Modules were presented as a hands-on learning experience for a group of BVI students followed by a survey. Modules were also presented as classroom demonstration for an undergraduate general chemistry class of sighted students.