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Exploring the Evolution of Nanotechnology Education: Insights from Bibliometric Analysis

JOURNAL OF CHEMICAL EDUCATION 2024年第1期102卷 253-269页

作者： Yildiz, Mehmet Gurel, Derya Kaltakci Salmankurt, Bahadir Gurel, Hikmet Hakan Sakarya Univ Appl Sci Distance Educ Applicat & Res Ctr TR-54050 Sakarya Turkiye Ataturk Univ Dept Comp & Educ Technol Educ TR-25030 Erzurum Turkiye Kocaeli Univ Dept Math & Sci Educ TR-41001 Kocaeli Turkiye Kocaeli Univ Dept Informat Syst Engn TR-41001 Kocaeli Turkiye

This study presents a comprehensive bibliometric analysis of research on nanotechnology in education utilizing data from the Web of Science (WoS) and Scopus databases. This analysis provides a detailed overview of the field's structure and development by examining trends in authorship, publication, keyword usage, journal impact, country contributions, and citation metrics. The findings reveal significant variability in journal productivity and impact, with the Journal of Chemical Education standing out as a dominant contributor. Keyword co-occurrence and centrality measures highlight the emphasis on practical, experiential learning and the field's interdisciplinary nature. Country-level analysis underscores the central role of the United States, with substantial contributions from European and emerging Asian countries. The insights derived from this analysis suggest strategic directions for enhancing nanotechnology education programs including integrating hands-on learning, early education, and interdisciplinary collaborations. This study offers valuable guidance for researchers, educators, and policy makers who aim to advance the field of nanotechnology education.

关键词： Upper-Division Undergraduate Graduate Education/Research Chemical Education Research Interdisciplinary/Multidisciplinary Communication/Writing computer-based learning Nanotechnology

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MoleculAR: An Augmented Reality Application for Understanding 3D Geometry

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JOURNAL OF CHEMICAL EDUCATION 2024年第6期101卷 2533-2539页

作者： Levy, Julia Chagunda, Ian C. Iosub, Violeta Leitch, David C. Mcindoe, J. Scott Univ Victoria Dept Chem Victoria BC V8W 2Y2 Canada

MoleculAR is a free, multiplatform augmented reality (AR) application that allows students to visualize and manipulate molecular structures in 3D, providing a more immersive and interactive learning experience. Using QR codes to generate 3D models of molecules, geometries, and orbitals, students can explore structures in real-time using their smartphones or tablets. based on student survey responses, the app is effective at engaging students in both first- and second-year chemistry courses. Our goals for MoleculAR include providing a universally accessible tool for students to learn about molecular geometry and allowing for instructor adaptation and customization to make it as relevant as possible for individual courses. The skills students develop with the help of the app are highly transferable to other topics or areas, making it a valuable resource for educators in other fields. We welcome other educators to adopt the app to facilitate their teaching and improve the learning outcomes for their students.

关键词： General Chemistry Introductory Organic Chemistry Molecular Structure Augmented Reality MolecularModeling Stereochemistry Teaching and learningMethods computer-based learning

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Design, Implementation, and Evaluation of a Web-based Board Game for Aiding Students' Review of the Resonance of Organic Compounds

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JOURNAL OF CHEMICAL EDUCATION 2024年第3期101卷 1341-1347页

作者： da Silva Junior, Jose Nunes Leite Junior, Antonio Jose Melo Alexandre, Francisco Serra Oliveira Monteiro, Andre Jalles Vega, Kimberly Benedetti Basso, Andrea Univ Fed Ceara Dept Quiim Organ & Inorgan BR-60451970 Fortaleza Ceara Brazil Inst Fed Educacao Ciencia & Tecnol Ceara BR-60040215 Fortaleza Ceara Brazil Univ Genoa Dipartimento Chim & Chim Ind Via Dodecaneso 31 I-16146 Genoa Italy

Research indicates that students frequently struggle to apply their knowledge of organic compounds' structural theory to understand the concepts related to resonance and learn to use curved arrows to write resonance structures. Educators have developed educational tools and methodologies to aid students in overcoming their learning difficulties. This paper presents a virtual multilingual (English, Portuguese, Spanish, and Italian) card game to assist undergraduate students in reviewing resonance concepts and practicing drawing resonance structures. The game was implemented in Introductory Organic Chemistry courses in Brazilian and Italian universities as a fun game-based activity. The results showed that the game was evaluated positively by learners who considered it an alternative approach to traditional problem-solving classes.

关键词： First-Year Undergraduate Organic Chemistry computer-based learning Digital Games MolecularProperties/Resonance

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Measurement of the Joule-Thomson Coefficient of Nitrogen and Carbon Dioxide to Demonstrate LabVIEW, Electronic Data Acquisition, and Experimental Design

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JOURNAL OF CHEMICAL EDUCATION 2024年第3期101卷 949-955页

作者： Harmon, Christopher W. Calif State Polytech Univ Dept Psychol Arcata CA 95521 USA

A novel approach to exposing students to electronic data acquisition, LabVIEW programming, and experimental design is described herein. This is achieved through the measurement of the Joule-Thomson coefficient of nitrogen and carbon dioxide using a student-built apparatus with slight and convenient adjustments to a classic literature apparatus. A detailed pedagogical approach in the instruction of LabVIEW is described, which may be performed at home, in a computer laboratory, or the physical chemistry laboratory depending on the availability of resources. Additionally, a range of levels of inquiry are described for the instructional mode. Finally, using the methodology described past student groups have been able to determine the Joule-Thomson coefficient of carbon dioxide to be 1.023 +/- 0.134 K bar(-1), respectively, which is in excellent agreement with the literature.

关键词： Upper-Division Undergraduate Physical Chemistry computer-based learning Self-Instruction Web-based learning Gases Laboratory Computing Interfacing Physical Properties Thermodynamics

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Calculating the Precision of Student-Generated Datasets Using RStudio

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JOURNAL OF CHEMICAL EDUCATION 2025年第2期102卷 909-916页

作者： Chiarelli, Joseph Hilaire, Melissa A. St Baldock, Brandi L. Franco, Jimmy Theberge, Stephen Fernandez, Anthony L. Merrimack Coll Dept Chem & Biochem N Andover MA 01845 USA Merrimack Coll Dept Comp & Data Sci N Andover MA 01845 USA

There is a growing need for chemistry students to be able to handle and manipulate large datasets and analyze them in an efficient and accessible way. This creates the need to develop course materials that introduce these topics early in the undergraduate curriculum. To address this growing need, this activity introduced RStudio to students enrolled in a general chemistry course during the Fall 2023 (n = 185) and Spring 2023 (n = 96) semesters, allowing them to statistically evaluate their lab data. Students produced boxplots that calculated statistical information for a large dataset compiled from an accompanying lab experiment conducted alongside the activity. This activity was designed to be done without any formal teaching of coding language and was implemented on mobile devices within a classroom. We determined that the activity was effective at teaching statistical concepts using a pre/postactivity quiz (eight items), with the median score increasing by 1 point after the activity. An evaluation of the item discrimination index and item difficulty scores was able to validate all but one question in the quiz. The activity also received an overall positive response in terms of student engagement and impact based on an open response survey collected. Many students were able to perceive connections with "data science" and its use in their everyday life. This activity complemented our existing curriculum and was designed in such a way that it could be accessible to students at all experience levels.

关键词： Introductory Chemistry Data Analysis DataScience computer-based learning

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Artificial Intelligence in Chemistry Research-Implications for Teaching and learning

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JOURNAL OF CHEMICAL EDUCATION 2025年第4期102卷 1445-1456页

作者： Berber, Sandra Brueckner, Mathea Maurer, Nikolai Huwer, Johannes Univ Konstanz Chair Sci Educ D-78464 Constance Germany Thurgau Univ Educ Chair Sci Educ CH-8280 Kreuzlingen Switzerland

Artificial intelligence (AI) has become an important tool in modern scientific research, particularly in chemistry and related disciplines. Despite its growing relevance, the discussion of AI as a tool in research in (secondary) chemistry education remains limited. To address this gap, a review of AI applications in chemical and chemistry-related research was first carried out. According to this, AI is being used most frequently in the fields of pharmacology and biochemistry and is mainly used to make predictions and design molecules. based on this review a workshop for pre- and in-service chemistry teachers was conducted to provide an initial overview of AI applications in scientific research. The workshop introduced key areas such as retrosynthesis, protein structure prediction, image processing, and autonomous laboratories, fostering awareness of AI's role in scientific innovation. Participating secondary education science teachers reported an increased familiarity with AI applications and expressed intentions to incorporate these topics into their teaching. The findings highlight the importance of targeted teacher training programs to strengthen Technological Content Knowledge (TCK) in this emerging field. In addition, insights were gained into how such teacher training could be structured in the future to enable teachers to discuss "AI in science" in chemistry lessons. This research emphasizes the need to empower educators to bridge the gap between scientific advancements and chemistry education, preparing students for new career opportunities in AI-driven sciences. Although this work provides initial indications of possible approaches for the integration of AI applications in chemistry teacher education and chemistry lessons, further research is still needed in this area.

关键词： General Public Multidisciplinary Outreach computer-based learning Applicationsof Chemistry Computational Chemistry

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Smart Worksheets and Their Positive Impact on a First-Year Quantitative Chemistry Course

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JOURNAL OF CHEMICAL EDUCATION 2025年第3期102卷 1062-1070页

作者： Shallcross, Dudley E. Davies-Coleman, Michael T. Lloyd, Chris Dennis, Francesca McCarthy-Torrens, Amy Heslop, Bill Eastman, John Baldwin, Tony Thistlethwaite, Iain Univ Bristol Sch Chem Bristol BS8 1TS England Univ Western Cape Dept Chem ZA-7535 Cape Town South Africa Learning Sci Bristol BS1 5DP England

The pandemic was a very difficult time for everyone, as well as teachers and their students. Teachers of first-year quantitative chemistry courses, both during the pandemic and postpandemic, encountered many pandemic-induced difficulties, including inter alia communicating with individual students, providing them with rapid formative feedback, and determining where they were on their learning journey. In addition, two cohorts of students requiring different teaching approaches were enrolled on this course during the period of this study (2020-2023). One cohort had a post-16 mathematics qualification (A-level that includes calculus) and the other, a pre-16 mathematics qualification (GCSE that does not include calculus) as their highest mathematics qualification. In this Article, we show the value of using Smart Worksheets to address these challenges. The Smart Worksheets provided valuable information about the students' ability to apply mathematical concepts within a chemistry context and, consequently, allowed the teaching team to shape workshops to cater for any application difficulties. Smart Worksheets clearly identified a number of (basic) skills that many of the students were struggling with, including graphing, uncertainty analysis, application of units, and application of logs to buffer calculations. Smart Worksheets also allowed the teaching team to connect with students, to either commend them on their work or ask how they were coping if they appeared to be struggling. Students highlighted how the instant formative feedback provided by Smart Worksheets and their unlimited availability during the course impacted positively on their learning. The Smart Worksheets also helped to identify two subgroups in the student cohort with the higher mathematics qualification;one subgroup could apply their mathematics knowledge within different chemistry contexts while the other subgroup was not able to move from a mathematical context to a chemistry context. This informa

关键词： First-Year Undergraduate General Second-YearUndergraduateGeneral Physical Chemistry computer-based learning Nomenclature Units Symbols Mathematics

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Exploring the Protein Target Fishing Method in Classroom computer Projects

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JOURNAL OF CHEMICAL EDUCATION 2024年第12期101卷 5522-5529页

作者： Malagon, Andres Univ Antonio Narino Dept Quim Bogota 110231 Colombia

The term "target fishing" refers to an experimental or computational approach to identify proteins that bind to a particular ligand or molecule of interest. This activity was designed for undergraduate students to explore the search for protein interactions to query molecules. The introductory phase of the project provides students with a general view of key concepts. Subsequently, the participants select a specific case study in which the target fishing technique had been previously applied. Each student analyzes in detail the context of the research, the molecules studied, and the proteins identified as potential targets. The activity seeks not only the practical application of theoretical concepts but also the development of research skills, the critical analysis of results, and participation in collaborative discussions on the relevance of target fishing. Through written reports, oral presentations, and classroom discussions, students will demonstrate their comprehensive understanding of this technique, their ability to contextualize it in real-world studies, and their ability to address issues associated with the application of the method. This project provides an interdisciplinary educational experience that integrates theory and practice, preparing students to understand and effectively apply the target fishing technique, as well as to recognize its limitations.

关键词： Upper-Division Undergraduate Biochemistry Hands-On learning/Manipulatives computer-based learning Target Fishing

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Exploration and Practice of Online-Offline Blended Teaching in Process Simulation Courses

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JOURNAL OF CHEMICAL EDUCATION 2024年第5期101卷 1966-1973页

作者： Lin, Dong-Qiang Chen, Yu-Cheng Chen, Xin-Yu Yao, Shan-Jing Zhejiang Univ Coll Chem & Biol Engn Key Lab Biomass Chem Engn Minist Educ Hangzhou 310058 Peoples R China Fuzhou Univ Sch Econ & Management Fuzhou 350116 Peoples R China

While process simulation tools offer immense potential in chemical engineering, effectively integrating them into the educational curriculum poses challenges. This work explored and practiced online-offline blended teaching in process simulation courses. The design of this blended course was based on a comparison of students' performances in fully online courses, Massive Open Online Courses (MOOCs) and Small Private Online Course (SPOCs). Approximately 2000 students from academic institutions or industries have participated in these online courses since 2021. The comparison between MOOCs and SPOCs encompassed participation rates and scores, revealing a preference among participants for hands-on software lectures over theoretical ones in the process simulation course. based on the outcomes of online learning, we redesigned the online-offline blended course to optimize course arrangements, leveraging the complementary advantages of both online and offline instruction. This blended approach manifested in two key aspects: first, the online segment served as a precursor to the offline component, with the offline component acting as an evaluative measure of the online segment;second, the two-unit project-based online learning led to the redesigned five-unit offline instruction, which served as both a supplement and expansion to the two-unit online teaching. Furthermore, offline activities, such as error-correction exercises and case studies conducted through group learning, enhanced students' ability for open-ended and independent thinking and reinforced their understanding of innovation on process simulation, which was lacking in online learning.

关键词： Upper-Division Undergraduate computer-based learning Testing/Assessment

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A Review of Research on learning Activities Addressing the Submicroscopic Level in Chemistry

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JOURNAL OF CHEMICAL EDUCATION 2024年第11期101卷 4552-4565页

作者： Laohapornchaiphan, Jutitorn Chenprakhon, Pirom Mahidol Univ Inst Innovat Learning Nakhon Pathom 73170 Thailand

Chemistry education requires three levels or domains of knowledge to be imparted and learned: macroscopic, submicroscopic, and symbolic. The submicroscopic level is extremely challenging for students and teachers because it cannot be observed and is accessible only via the imagination. This systematic review aims to analyze the extant literature on implementing activities designed to improve student learning at the submicroscopic level of chemistry. A total of 64 research articles were collected from the Scopus and Education Resources Information Center databases to address the focal objective of the present study. These articles were analyzed according to chemistry topics, levels of study, pedagogical approaches, and types of learning activities implemented to improve student learning at the submicroscopic level. The review results indicate that (1) numerous learning activities have been developed to enhance student learning of the submicroscopic levels of varied chemistry topics, especially those related to matter and focused primarily on high school and first-year university students;(2) such learning activities may be categorized into six types, of which experiments featuring submicroscopic representations are most utilized and can be grouped into five strategies;and (3) inquiry-based learning represents the dominant pedagogy employed to deliver diverse activities that steer students toward exploration and instigate them to comprehend particulate-level phenomena.

关键词： Elementary/Middle School Science High School/IntroductoryChemistry First-Year Undergraduate/General Second-YearUndergraduate Upper-Division Undergraduate ChemicalEducation Research Inquiry-based/Discovery learning Hands-On learning/Manipulatives computer-based learning Professional Development

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