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Effects of a computer-based enrichment programme on the development of analytical and creative abilities in gifted students

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EDUCATIONAL PSYCHOLOGY 2022年第9期42卷 1109-1126页

作者： Gubbels, Joyce Segers, Eliane Verhoeven, Ludo Radboud Univ Nijmegen Behav Sci Inst Thomas van Aquinostr 4 NL-6525 GD Nijmegen Netherlands

Enrichment programmes are designed to offer gifted students experiences that are not covered in the regular curriculum We used a pre-test-post-test control group design to examine the effects of a computer-based enrichment programme on the development of analytical and creative abilities in 26 gifted children in an experimental group (15 boys, mean age = 10 years and 3 months) and compared this to 20 equally gifted children in a control group (8 boys, mean age = 10 years and 4 months). Students were identified as being analytically gifted, creatively gifted, or analytically-creatively gifted. In general, results showed increasing levels of analytical ability and stable levels of creative ability. In addition, hierarchical regression analyses showed a positive effect of the enrichment programme on the development of analytical abilities in children with relatively low starting levels of analytical ability (i.e. the creatively gifted students). To conclude, results suggest that rather than analytically gifted children, children with creative talents gained most advantage from participating in the computer-based enrichment programme.

关键词： Giftedness enrichment programme computer-based learning creativity

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General Chemistry education in a pandemic

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CANADIAN JOURNAL OF CHEMISTRY 2021年第12期99卷 964-970页

作者： Canal, John P. Goyan, Rebecca L. Mund, Garry Simon Fraser Univ Dept Chem 8888 Univ Dr Burnaby BC V5A 1S6 Canada

With the start of the COVID-19 pandemic and the decision to close post-secondary schools to in-person teaching, an opportunity was presented to examine the challenges, benefits, and ability to pivot to an online teaching environment. Given the tight deadline to present Chemistry 121 (General Chemistry and Laboratory I) for the first time as an online course, during the Summer 2020 semester at Simon Fraser University, a team-based approach to develop and run the course was used. The approaches adopted and new course components utilized are analyzed from the students' perspective to gauge their efficiency. The insight gained from converting this large enrollment course will be offered.

关键词： year undergraduates curriculum inquiry-based and discovery learning computer-based learning multimedia-based learning.

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ChatGPT: Application in Chemistry Education and Challenges

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Journal of computer and Communications 2024年第3期12卷 196-206页

作者： Vladimir L. Kodkin Ekaterina V. Artem’eva Power Engineering Faculty South Ural State University Chelyabinsk Russia Department of Chemistry Institute of Natural Sciences South Ural State University Chelyabinsk Russia

The paper discusses the advancements and applications of neural networks, specifically ChatGPT, in various fields, including chemistry education and research. It examines the benefits of AI and ChatGPT, such as their ability to process and analyze large amounts of data, create personalized training systems, and offer problem-solving recommendations. The paper delves into practical applications, showcasing how ChatGPT can be utilised to augment chemistry learning. It provides examples of using ChatGPT for creating tests, generating multiple-choice questions, and studying chemistry in general. Concerns are voiced about the ethical and societal impact of AI development. In conclusion, it explores the exciting potential of AI to tackle challenges that may exceed human capabilities alone, paving the way for further exploration and collaboration between humans and intelligent machines.

关键词： ChatGPT 3.5 Artificial Intelligence AI for Education computer-based learning

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Interface Model and Implementation Framework for Classroom Response Systems

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JOURNAL OF CHEMICAL EDUCATION 2021年第6期98卷 2122-2127页

作者： Schwarz, Gunnar Swiss Fed Inst Technol Lab Inorgan Chem Dept Chem & Appl Biosci CH-8093 Zurich Switzerland

Lectures can be enriched by engaging students with active learning components. Classroom response systems (CRSs), which run on the mobile electronic devices of students, make the "clicker" principle more accessible, facilitate active engagement of students in the lecture hall, and are well-suited to promote formative assessment. Opposite to direct verbal interaction, lecturers can receive and evaluate replies from more students and take those into account for their teaching. On the basis of recent insights of the author's engagement and experience with CRSs in an analytical chemistry lecture, this paper presents how CRSs can be used in lectures to receive rapid feedback from students and provide incentives to students to check and practice their skills. Furthermore, a guiding framework is introduced for alignment of aims with CRS usage with a set of guiding questions. The approach is exemplified with questions from the analytical chemistry lecture.

关键词： First-Year Undergraduate/General Second-Year Undergraduate Analytical Chemistry computer-based learning Internet/Web-based learning Testing/Assessment Atomic Spectroscopy

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Integration of Interactive Laboratory Videos into Teaching Upper-Undergraduate Chemical Laboratory Techniques

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JOURNAL OF CHEMICAL EDUCATION 2021年第9期98卷 2870-2880页

作者： Loughlin, Wendy A. Cresswell, Sarah L. Griffith Univ Sch Environm & Sci Nathan Qld 4111 Australia

Students in advanced undergraduate chemistry laboratories are required to undertake a wide range of complex and multistep syntheses and analytical procedures, and prospective employers of chemistry graduates seek students with proven skills in these areas. Our approach has been to use video resources which are made available to students both ahead of, and during, their laboratory classes to assist with preparation and provide just-in-time self-help during the laboratory. In this study we evaluate the implementation of a user-focused strategy to improve students' laboratory skills and use a threestage model, forethought, performance, and self-reflection, to assess the impact and effectiveness of these resources to complement the traditional laboratory teaching resources of laboratory manuals and laboratory teaching staff (demonstrators). Students demonstrated autonomous learning by engaging with the laboratory videos using both active and passive learning approaches. The benefits of our approach are especially evident for students who have English as a second language and students who identify with different learning preferences. Increased student grades and more effective staffstudent supervision time requirements are evident across both third-year undergraduate chemistry courses in which these videos were implemented.

关键词： Upper-Division Undergraduate Laboratory Instruction Analytical Chemistry Organic Chemistry computer-based learning Laboratory Equipment/Apparatus

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Using a Spreadsheet-based Simulation to Practice and Evaluate Iterative Column Selection and Experimental Design in Chemical Fingerprinting with GC-MS

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JOURNAL OF CHEMICAL EDUCATION 2021年第8期98卷 2714-2719页

作者： Thaveesangsakulthai, Isaya Kulsing, Chadin Chulalongkorn Univ Fac Sci Dept Chem Bangkok 10330 Thailand

Optimization of experimental conditions in chromatography is recognized as a wear-and-tear process involving hundreds of experiments in order to maximize the number of separated compounds for each sample. The critical thinking skills and practices entailed cannot be achieved with students in a conventional lecture class. This report provides a Microsoft Excel-based spreadsheet allowing the fast simulation of fingerprinting results and the number of separated peaks for a given sample analyzed using gas chromatography-mass spectrometry. The applications were demonstrated for the simulation of extracted ion chromatograms in order to find a peak for the target compound in a model kerosene sample containing 254 volatile compounds with the optimization of the separation of fatty acid methyl esters. Using the simulation applications, students are able to perform experimental design in a lecture class. Test score results reveal the selectivity of the approach toward students with laboratory practical experience and experimental skills. This approach is expected to be useful to all higher education students in chemistry.

关键词： Graduate Education/Research Applications of Chemistry Analytical Chemistry Chromatography computer-based learning Computational Chemistry Gas Chromatography Upper-Division Undergraduate

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Chemical Engineering Teaching in COVID-19 Times: Successfully Adapting a Capstone Design Course to a Remote Format

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JOURNAL OF CHEMICAL EDUCATION 2021年第12期98卷 3794-3803页

作者： Khouri, Nadia G. Fontana, Michelli Dias, Igor L. R. Maciel, Maria R. W. Maciel Filho, Rubens Mariano, Adriano P. Univ Estadual Campinas Dept Proc & Prod Dev Sch Chem Engn BR-13083852 Campinas SP Brazil

The coronavirus COVID-19 pandemic required educational institutions to adapt face-to-face to remote teaching. This study reports the experience in the first semester of 2020 for a Chemical Engineering Capstone Design Course at the University of Campinas in Brazil. In this course, senior year students develop a group project, in which they simulate a chemical plant and evaluate its technoeconomic feasibility. In 2020, the groups were proposed to design a process to replace diesel fuel from the bus fleet in Campinas city with renewable fuel DME. Because of the pandemic, several adaptations were needed: the theoretical classes became asynchronous, group meetings were online, a commercial simulator was replaced by an open access one, and the schedule was extended by 2 weeks. Despite that, the students had a great performance, comparable to face-to-face. To assess student satisfaction, a questionnaire was used. The course met the expectations of most of the students who also recommended keeping it in the remote format or merging it with face-to-face teaching. Therefore, these changes made it possible to apply new teaching dynamics and tools that could be used in the future to improve the course quality.

关键词： Upper-Division Undergraduate Chemical Engineering computer-based learning Distance learning Self Instruction Internet Web-based learning Problem Solving Decision Making Industrial Chemistry

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Minimization of students' cognitive load in a virtual chemistry laboratory via contents optimization and arrow-textual aids

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EDUCATION AND INFORMATION TECHNOLOGIES 2022年第6期27卷 7629-7652页

作者： Ali, Numan Ullah, Sehat Khan, Dawar Univ Malakand Dept Comp Sci & IT Chakdara 18800 Pakistan Air Univ Islamabad Fac Comp & Artificial Intelligence FCAI Dept Creat Technol Islamabad 44200 Pakistan Univ Haripur Dept Informat Technol Haripur 22620 Pakistan

Virtual Chemistry Laboratories (VCLs) are used as an alternative to the physical laboratories, where users can enhance their performance for hands-on chemistry experiments. However, cognitive load and other issues make the VCLs impractical. The issue of cognitive load arises due to the complexity of the environment by displaying a number of chemicals, glass wares, and other lab equipments in the VCL. In this paper, we first investigate the field experts about the practical use of the VCLs and then propose a Purpose-built Virtual Chemistry Laboratory (PbVCL) with arrow textual aids to minimize the cognitive load and improve the learning efficiency. PbVCL displays only specific chemicals and glass wares, used in the current experiment while hiding other equipments. Students simulate their chemistry experiments with the help of arrow-textual aids (i.e., textual and an arrow guidance). Users complete the experimental tasks in the PbVCL following the arrow-textual aids. During evaluations, seventy-six (76) students perform the experiments in four different groups using four different experimental conditions. Evaluations revealed that the proposed PbVCL with arrow-textual aids improve students' performance on the basis of various aspects such as time and errors while conducting experiment.

关键词： computer-based learning Virtual reality Virtual learning environment Virtual chemistry laboratory Cognitive load

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Design, implementation, and evaluation of a game-based application for aiding chemical engineering and chemistry students to review the organic reactions

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EDUCATION FOR CHEMICAL ENGINEERS 2021年 34卷 106-114页

作者： da Silva Junior, Jose Nunes Lima, Mary Anne Sousa Pimenta, Antonia Torres Avila Nunes, Fatima Miranda Monteiro, Alvaro Carvalho de Sousa, Ulisses Silva Leite Junior, Antonio Jose Melo Zampieri, Davila Alexandre, Francisco Serra Oliveira de Sousa, Ulisses Silva Pacioni, Natalia Lorena Winum, Jean-Yves Univ Fed Ceara Dept Quim Organ & Inorgan BR-60451970 Fortaleza CE Brazil Inst Fed Educ Ciencia & Tecnol Ceara BR-60040215 Fortaleza CE Brazil Univ Nacl Cordoba Fac Ciencias Quim Dept Quim Organ Haya Torre & Media Allende S-NX5000HUA Cordoba Argentina Univ Montpellier Fac Sci Chem Dept F-34095 Montpellier France Univ Montpellier IBMM ENSCM CNRS F-34296 Montpellier France

This article presents a multilingual (Portuguese, Spanish, English, and French) game-based application to the Android and the iOS platforms. The game allows undergraduate Chemical Engineering and Chemistry students to individually review organic reactions in an engaging and fun way by answering over 600 multi-choice questions. Undergraduate students tested and evaluated the game, and their opinions revealed that they liked to use the game as a complementary educational tool able to aid them in their studies. Moreover, the usability assessment of the game provided a good SUS score close to 79. (c) 2020 Institution of Chemical Engineers. Published by Elsevier B.V. All rights reserved.

关键词： Organic chemistry Organic reactions computer-based learning Games

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Preparing GTAs for Active learning in the General Chemistry Lab: Development of an Evidence-based Rehearsal Module for a Mixed-Reality Teaching Simulator

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JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY 2021年第6期30卷 829-840页

作者： Geraets, Ashley A. Nottolini, Isadore L. Doty, Constance M. Wan, Tong Chini, Jacquelyn J. Saitta, Erin K. H. Univ Cent Florida Chem Dept Orlando FL 32816 USA Univ Cent Florida Phys Dept Orlando FL 32816 USA Westminster Coll Dept Phys Salt Lake City UT USA

There is an assumption that graduate teaching assistants (GTAs) have mastery of the chemistry content they are teaching and preparation to instruct students. However, in reformed classrooms, GTAs may need more support and resources. We designed chemistry rehearsal modules for use in a mixed-reality teaching simulator to help prepare GTAs for instruction in reformed classrooms by targeting pedagogical skills. The modules included familiar curricular activities and research-based student conceptions. We conducted an exploratory study with three experienced GTAs to investigate the utilization of the module inside the simulator. The three GTAs practiced cold calling and error framing and participated in a 1-h interview based on their experience. We recorded, transcribed, and coded the interviews and the simulator sessions. The three GTAs implemented the skills and provided feedback that supported the use of the module in the simulator and the authentic nature of the practice. Simulated environments that encourage personalized learning, skill practice, and responding to literature-based student ideas provide a promising avenue for graduate teaching assistant professional development.

关键词： Graduate education research Chemistry education research computer-based learning Misconceptions discrepant events Professional development TA training orientation

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