Worksheets to use in conjunction with the models in classrooms are provided. The preassembled sets of 3D-printed models described here can be implemented in many courses, including general chemistry, organic and inorganic chemistry, solid state chemistry, crystal chemistry, and so on, which cover the audience of university students of all years and levels, as well as high school students. The prepared sets of models are well-suited to teaching molecular structure and symmetry, for showing differences between idealized and real molecules, for explaining crystallographic and noncrystallographic symmetry, and for showing conformational flexibility. Simultaneous employment of all the mentioned resources actuates both visual and haptic perception, and their complementary action enhances the effectiveness of teaching and students’ engagement.
CRYSTALMAKER EXAMPLES SOFTWARE
The use of such models for teaching in classrooms along with idealized ball-and-stick models and computer software is encouraged. This allows teachers to save time on searching for relevant examples and to acquire tangible models of molecules even in the absence of freely available 3D-printing facilities. Sets of models of molecules (which are of interest for teaching molecular structure, symmetry, and related topics in many chemical disciplines) were prepared and made available either for self-directed 3D-printing or through the 3D-printing company Shapeways providing 3D-printing as a service. Most importantly, it can convert any sample orientation relationships across microscopes to increase optimization and collaboration throughout the field.
CRYSTALMAKER EXAMPLES SERIES
Having a road map of the stage positions linked to microstructural (e.g., interfaces and growing directions) and crystallographic orientation data (e.g., specific poles and planes) provides microscopists with the ability to solve orientation relationships, create oblique tilt series movies, and also solve complex crystallographic unknowns at extremely small scales with minimal information. Therefore, this research proposes a methodology of nanocartography that combines predictive stage motion with crystallographic information to provide microscopists with a sample map that can both reduce analysis time and improve confidence in data collected. With the increasing diversity in material systems, ever-expanding number of analysis techniques, and the large capital costs of next generation instruments the ability to quickly and efficiently collect data in the electron microscope has become paramount to successful data analysis. The instructional practices reported in this paper could support science instructors in designing teaching methods that promote self-management and social awareness to increase students’ academic outcomes. The observed student course assessment performance suggests that integrating SEL may be a viable strategy for promoting student interest in science, building stress resilience, and creating more positive engagement with students. The results of the present paper reveal that instructional practices supporting SEL are suited for engaging and stimulating learners’ multiple intelligences. The paper aims to assess the academic and behavioral-related outcomes of applying SEL in mineralogy, an Earth science introductory course in a four-year university. This article focuses on the implementation of practices that promote SEL in higher education and science, technology, engineering, and mathematics (STEM) programs. More attention should be paid to students’ emotions in higher education to enhance students’ engagement in the classroom and improve social awareness (i.e., respecting others, understanding other perspectives, providing help to those who need it), motivation, and academic achievement. Social and emotional learning (SEL) strategies develop skills linked to cognitive development, encourage student focus and motivation, improve relationships between students and teachers, and increase student confidence and success.
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