In the Classroom
The Name Game: Learning the Connectivity between the Concepts
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Marina Koether Department of Chemistry and Biochemistry, Kennesaw State University, Kennesaw, GA 30144;
[email protected] The use of games in the classroom provides a means of reviewing material in a stimulating and interactive format. Many games used for a variety of concepts have been described previously (1–6). The drawbacks of some games may be that they only involve a limited number of students in the class, require major explanations of the game rules, require computer assistance, or require a large amount of preparation time. The following game, the Name Game, is derived from a social activity where people are asked to mingle and get to know one another. The explanation and preparation time for the Name Game is minimal. It requires that all the students participate and no computer requirement is necessary. This game has been applied to all levels of chemistry and to all class sizes (7). Teaching Material The teaching material consists of a list of elements, a list of compounds such as environmental contaminants, a list of instrumentation (including detectors) or organic reactions, as well as a Question Sheet. Attributes of the list items are used as questions, for example, “Is the element an alkali metal?” The Question Sheet is provided to help the students develop their questions. Examples of lists and questions can be found in the Supplemental Material.w Game Procedures The students may use their notes or text to solve for their “name” when they ask or answer the questions. The goal of the game is to solve the name in the least number of questions. Typically groups of three to six students participate in the Name Game. Thus, in large classes (up to 54 students) many groups are developed. The game can be designed in a number of ways. One example involves nametags. Names placed on sticky nametags or small address labels (which the instructor individually inscribed with a name ahead of class time), are placed on the back shoulders (blindside) of each individual by the instructor or teaching assistant. (Note that this method is time-consuming for large classes). The participants are able to read the nametags on the other players. One person begins to determine what name is on his or her back by posing “yes” or “no” questions. Others, one person or many, answer the questions with a “yes” or “no” answer. The process repeats until all the participants know their name. An alternate method, which is less time-consuming for large classes, involves placing the nametags into a container such as a hat. One student is “it” while another student in the group pulls out a name from the hat and shares it with the other students in the group. The person who is “it” must ask questions to determine what is written on the nametag. Students rotate around until everyone in the group has found out what is written on their nametag by the process of the
Name Game. Students rotate until the hat is empty. As names are solved extra nametags are placed on students or in the hat. Another alternative method is provided in the Supplemental Material.w One round takes approximately 10–15 minutes to complete. Results and Discussion This activity has been used in numerous classes of general chemistry, with undergraduate students in environmental chemistry and instrumental analytical chemistry courses, and with graduate students in a gas chromatography course. The Name Game can be successful in spite of some pitfalls. It lightened the mood of the class, broke down barriers, and allowed for laughter in the classroom. The Name Game pointed out the key elements that the students needed to focus on when studying for upcoming tests. Typically, the Name Game was only used once per semester but was received equally well in the graduate course and in the freshman class. The graduate students in a three-hour evening class found it refreshing and it made them open their books and start thinking in class. Minor pitfalls occurred when some students tried using shortcuts that did not follow the “yes” or “no” answer system. For example, students would say “go back a page” or “it is on that page” as guidance to the student trying to figure out his or her name. They used charades, such as pointing to their eyes, for “IC” when the nametag was ICP–MS (Inductively Coupled Plasma–Mass Spectrometer). Sometimes, they asked, “Am I an acronym?” This is a minor pitfall because the students could eliminate a number of choices based on the name being an acronym rather than by some chemical distinction. Two major pitfalls occurred. When students did not bring their notes to class, their ability to participate was limited, which also hindered the game’s potential for the students playing with them. Even when students had their notes, the second major pitfall occurred when students didn’t give the correct response of “yes” or “no”. Sometimes, students tended to repeat questions, which indicated that they were missing one vital link. For example, when one student asked, “Am I a flame?” for a second time, they did not realize the application similarities between the ICP and the flame (in flame atomic absorption spectrometry). Thus, all the students need to be able to find, know, and understand the material. It is necessary for the instructor to pay close attention to correct such problems by stepping in and providing tutoring as they walk around the room, constantly monitoring all discussions. This also allows for the instructor to see the strengths and weaknesses of the students. Although the Name Game has only been applied to courses in chemistry, other science disciplines would be able to adapt and implement this learning tool for their own purposes.
JChemEd.chem.wisc.edu • Vol. 80 No. 4 April 2003 • Journal of Chemical Education
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In the Classroom W
Supplemental Material
Instructions for an alternative version, Question Sheets, nametags, and other materials for playing the Name Game are available in this issue of JCE Online. Acknowledgments The author acknowledges the participation and contributions of her students. Their positive feedback encourages her to continue using the Name Game in her chemistry classrooms.
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Literature Cited 1. 2. 3. 4. 5. 6. 7.
Campbell, S; Muzyka, J. J. Chem. Educ. 2002, 79, 458. Crute, T. D. J. Chem. Educ. 2000, 77, 481–482. Russell, J. V. J. Chem. Educ. 1999, 76, 481–484. Granath, P. L.; Russell, J. V. J. Chem. Educ. 1999, 76, 485–486. Russell, J. V. J. Chem. Educ. 1999, 76, 487–488. Edmonson Jr., L. J.; Lewis, D. L. J. Chem. Educ. 1999, 76, 502. Koether, M. C. The Name Game: An Educational Tool for All Class Types. Proceedings of the American Chemical Society, Division of Chemical Education, 218th ACS National Meeting; New Orleans, LA, August 22–26, 1999; CHED 250.
Journal of Chemical Education • Vol. 80 No. 4 April 2003 • JChemEd.chem.wisc.edu
