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The Name Game: Learning the Connectivity between the Concepts

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Marina C. Koether

Department of Chemistry and Biochemistry, Kennesaw State University, Kennesaw, GA 30144

J. Chem. Educ., 2003, 80 (4), p 421

DOI: 10.1021/ed080p421

Publication Date (Web): April 1, 2003

Section:

History, Education, and Documentation

Abstract

The Name Game, originally a social activity, has been applied to chemical education. Examples are presented ranging from large freshman chemistry classes to small graduate classes. The students use recall or their notes to determine their "name" by posing a number of "yes" or "no" questions to their peers. The game cycles around a small group of students. Questions such as "Am I a metal?", "Am I an alkali metal?", and "Do I produce a bright yellow flame?" will direct the student to his or her name of sodium. However, most students do not take such a direct route and by doing so learn the connectivity between the concepts. Pitfalls and observations are provided.

Keywords (Audience):

High School / Introductory Chemistry

Keywords (Domain):

Inorganic Chemistry

Keywords (Pedagogy):

Collaborative / Cooperative Learning

Keywords (Subject):

Instrumental Methods

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This article has been cited by 1 ACS Journal articles (1 most recent appear below).

Chemistry Taboo: An Active Learning Game for the General Chemistry Classroom
Ken Capps
Journal of Chemical Education2008 85 (4), 518
- Chemistry Taboo: An Active Learning Game for the General Chemistry Classroom
  Ken Capps
  Journal of Chemical Education2008 85 (4), 518
  Using games in the chemistry classroom can provide engaging and alternative methods of instruction, promoting active learning that enlivens lectures and recitations. This paper presents an effective and entertaining way to teach and reinforce central ...
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