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The think-aloud method supporting the eye-tracking record together with the students’ transitions also enabled a qualitative analysis of the students’ procedure. The data from the eye-tracker were submitted to a quantitative analysis–time fixation duration evaluation on predefined areas of interest. Eye-tracking and retrospective think-aloud methods were used to evaluate the reasoning behind the students’ (N = 8) performance, i.e., to map the strategies they used and problems they faced when solving the tasks. This work is focused on upper-secondary school students’ ability to use the periodic table of elements to solve problem tasks. As many teaching institutions move away from a campus-based delivery, these effective and easy to prepare crossword revision aids should be considered by instructors alongside other online resources as they plan their teaching amidst continuing uncertainty. In short, chemistry-themed online crossword puzzles were well-received when incorporated immediately prior to and during the COVID-19 pandemic. Interestingly, all students had similar opinions regarding their preferred online delivery resources should COVID-19 continue to prevent on-campus teaching. Furthermore, questionnaire feedback showed that around 80% of second-year students found the crosswords helpful and would welcome more, yet just over 50% of first-year students held these views, illustrating some year group differences.
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Across 24 individual crossword postings, student-tracking data showed a total of 17,717 views equivalent to approximately three views per posting by each student across the two different year groups, with evidence of some similarities and differences to student study habits when forced to work remotely. Students’ anonymous feedback responses were also evaluated. The use of these puzzles as a form of remote active learning was fortuitously evaluated immediately prior to and during the COVID-19 pandemic based on students’ online study behavior patterns, which captured some fascinating data on the frequency and timing of student online viewings. This work explores the performance of online postlecture chemistry crossword puzzles as revision aids for 132 first-year and 120 second-year undergraduate pharmacy students. The comparison demonstrated the new method to be more effective than the conventional method in facilitating the students in constructing knowledge through hands-on learning regarding the structure and characteristics of the periodic table, namely, the periodicity and the predictability of elemental properties. The scores of the tests conducted before and after the introduction to the periodic table to the treatment and control groups of the students, by the new and the conventional method, respectively, were analyzed. Students entered symbols of elements in the blank chart in a manner very similar to solving a crossword puzzle by making use of clues provided to them. In the new method, a blank chart of the modern periodic table was used as an educational aid. The study sample of about 100 students was identified on the basis of a test. This sample comprised over 200 school students learning introductory chemistry in India. A survey to test the effectiveness of this new method relative to the conventional method, involving use of a wall-mounted chart of the periodic table, was conducted on a convenience sample. A simple method to introduce the modern periodic table of elements at the high school level as a game of solving a crossword puzzle is presented here.