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A New Proposal for Inquiry Activity Using a Low-Cost Remote Acid-Base Titration

JOURNAL OF CHEMICAL EDUCATION 2025年第4期102卷 1703-1708页

作者： Cachichi, Ricardo Cenamo Aviles, Ivana Elena Camejo Barbosa, Mayara Ferreira Morais, Carla Susana Lopes Girotto Junior, Gildo Galembeck, Eduardo Fed Inst Educ Sci & Technol Sao Paulo IFSP Campus Hortolandia BR-13183250 Hortolandia SP Brazil State Univ Campinas Unicamp BR-13083872 Campinas SP Brazil Univ Porto Fac Sci DQB UECCIQUP P-4169007 Porto Portugal

An acid-base titrator connected to the Internet was developed for conducting remote investigative experiments. The experiment was broadcasted in a high school senior classroom, with the presence of a facilitating teacher. The activity required students to determine the indicator present in the solution. To carry out the activity, students added acid or base to sweep the pH range from 0 to 14 and noted the corresponding coloration to the pH through video analysis. The results obtained were very satisfactory, both in the identification of the indicator and in the acceptance and engagement of the students in the activity.

关键词： First-Year Undergraduate/General Chemoinformatics distance learning/self instruction Internet/Web-Basedlearning Problem Solving/Decision Making Acids/Bases

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#DavidsonTrue: Transitioning to Remote Teaching while Maintaining Our Values as a Liberal Arts College during the COVID-19 Pandemic

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 2800-2805页

作者： Anstey, Mitchell R. Blauch, David N. Carroll, Felix A. Gorensek-Benitez, Annelise H. Hauser, Cindy D. Key, Hanna M. Myers, Jeffrey K. Stevens, Erland P. Striplin, Durwin R. Holck, Hailey W. Montero-Lopez, Luis Snyder, Nicole L. Davidson Coll Dept Chem Davidson NC 28035 USA

The coronavirus 2019 (COVID-19) outbreak in March led Davidson College to move from face-to-face classes and laboratories to mostly synchronous Zoom meetings. Prior to COVID-19, the majority of our faculty and students had little experience with remote instruction. With only 5 days to develop a plan, we revisited our individual and department learning goals and worked collectively to help each other redesign and redeploy our courses. In this reflective piece, we provide examples of how each member of our department collaborated with our students to ensure a relatively smooth transition to remote teaching across our entire curriculum while maintaining inclusive excellence. Specific strategies for adapting class meetings, assignments, assessments, additional support, and labs are provided along with select examples. Common themes across the curriculum included increased flexibility, the desire to maintain community, and the need for additional academic, technical, and emotional support. We hope our reflections will be helpful to our chemistry colleagues as we move into the uncertainty of the fall semester.

关键词： distance learning/self instruction Internet/Web-Based learning Interdisciplinary/Multidisciplinary Collaborative/Cooperative learning Student-Centered learning General Public

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Developing and Evaluating an Inquiry-Based Online Course with a Simulation Program of Complexometric Titration

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JOURNAL OF CHEMICAL EDUCATION 2021年第5期98卷 1636-1644页

作者： Liu, Li Ling, Yizhou Yu, Jing Fu, Qiang Jiangxi Coll Tradit Chinese Med Dept Math Phys & Chem Fuzhou 344000 Jiangxi Peoples R China Nanjing Normal Univ Sch Teacher Educ Nanjing 210097 Peoples R China

This study developed a complexometric titration simulation program based on LabVIEW. With built-in approximation and rigorous algorithms, the program can easily simulate and plot a single or a group of complexometric titration curves. On the basis of this program, we developed and implemented an online course to guide undergraduates to (i) compare the differences between the two titration types EDTA (Y) to Metal (M) and M to Y, (ii) explore the influencing factors of a titration jump, (iii) explore the conditions for an accurate titration, and (iv) find evidence for the existence of complexometric equilibrium. Questionnaires from 25 students were used for evaluation. The results showed that the program had high usability, practicability, effectiveness, and user behavior intention. Besides, 92% of the students were willing to use it more in the future and 11 students completed the test with an average score of 124.6 (full score of 150), and the average score of the modules corresponding to each learning goal was high, indicating that the students had achieved satisfactory learning outcomes.

关键词： First-Year Undergraduate/General Analytical Chemistry Titration/Volumetric Analysis Computer-Based learning distance learning/self instruction Quantitative Analysis

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Attempts, Successes, and Failures of distance learning in the Time of COVID-19

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 2448-2457页

作者： Dietrich, Nicolas Kentheswaran, Kalyani Ahmadi, Aras Teychene, Johanne Bessiere, Yolaine Alfenore, Sandrine Laborie, Stephanie Bastoul, Dominique Loubiere, Karine Guigui, Christelle Sperandio, Mathieu Barna, Ligia Paul, Etienne Cabassud, Corinne Line, Alain Hebrard, Gilles Univ Toulouse Toulouse Biotechnol Inst TBI CNRS INRAEINSA F-31077 Toulouse France Univ Toulouse Lab Genie Chim LGC CNRS INPTUPS F-31432 Toulouse France

Over 1.7 billion students around the world have had their education disrupted by the spread of the Coronavirus disease worldwide. Schools and universities have not faced this level of disruption since World War II. The COVID-19 pandemic presented a colossal challenge for teachers to urgently and massively adapt all their classes to distance learning in order to maintain educational continuity with the same quality. Even if some teachers and certain classes were ready to face the situation, a large majority had to adapt their teaching and learning in a very short time without training, with insufficient bandwidth, and with little preparation. This unexpected and rapid transition to online learning has led to a multiplication of teachers' strategies for distance learning in lectures, tutorials, project groups, lab works, and assessments. The purpose of this paper is to present the feedback from students and teachers who participated in the lockdown semester of two different groups of a 5-year program in Chemistry, Environment and Chemical Engineering (100 students) at INSA Toulouse (France). The analysis has highlighted some great successes and some failures in the solutions proposed. Consequently, some guidelines can be given to help us all to learn the lessons of such a singular experience in order to face the unexpected future with more knowledge and more successful distance learning. Teachers have shown very strong resilience during this crisis, at the cost of significant personal commitment. They admit that they have learned more about distance education in two months than in the last 10 years.

关键词： General Public distance learning/self instruction Inquiry-Based/Discovery learning Collaborative/Cooperative learning Student-Centered learning

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Python and Plotly Dash, A Quick and Convenient Way to Develop Web Apps for Teaching Physical Chemistry Models

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JOURNAL OF CHEMICAL EDUCATION 2024年第11期101卷 4661-4670页

作者： Lombardo, Renato Univ Palermo Dipartimento Sci & Tecnol Biol Chim & Farmaceut I-90128 Palermo Italy

Mathematical models and their corresponding graphs play a crucial role in chemistry, other scientific disciplines, and engineering by allowing for a quantitative and precise description and prediction of system behavior. However, their understanding requires a complex set of skills that go beyond simple memorization, and therefore, models and graphs can often be a difficulty for students. Interactive applications, such as dashboards, can be very useful, as they allow complex data to be displayed in a simple and understandable way, promoting a deeper understanding and improving critical thinking and problem-solving skills. The study aims to show that the python language can be used to develop such dashboards. Python is very suitable for use by nonprofessional programmers and is an excellent choice for developing educational applications. In particular, Plotly Dash is a convenient and effective tool for creating custom dashboards. Preliminary findings show that students find these interactive dashboards easy to use and beneficial for understanding complex mathematical representations, indicating their potential as valuable educational tools. Beyond this specific case, the broader impact lies in the potential of such interactive tools to support various teaching methodologies and enhance educational outcomes across diverse disciplines.

关键词： High School/Introductory Chemistry First-Year Undergraduate/General Physical Chemistry Chemoinformatics Computer-Basedlearning distance learning/self instruction Internet/Web-Basedlearning Mathematics/Symbolic Mathematics Student-Centeredlearning

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Improvement of a Sustainable World through the Application of Innovative Didactic Tools in Green Chemistry Teaching: A Review

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JOURNAL OF CHEMICAL EDUCATION 2020年第4期97卷 916-924页

作者： Gawlik-Kobylinska, Malgorzata Walkowiak, Wladyslaw Maciejewski, Pawel War Studies Univ PL-00910 Warsaw Poland Wroclaw Univ Sci & Technol PL-50370 Wroclaw Poland

This article aims to analyze the potential of new technologies in the area of green chemistry didactics. When viewed through the lens of systems thinking, the use of these ubiquitous tools can be a driving force for the development of a sustainable world because of their global use and reach. The authors concentrate on flat e-learning platforms, social media tools, virtual reality platforms, and machinima, as these tools enable learners to participate in different interdisciplinary topics and exercise habits that trigger behavioral changes through learning by doing or learning from mistakes. To demonstrate the potential of innovative didactic tools, examples of mini scenarios for the development of chemistry lessons are provided, and these scenarios promote the sustainability concept and systems thinking. The authors conclude that the pursuit of sustainability goals in chemistry education should involve extended thinking about instructional design and asymmetries in technology use, as well as incorporate green teaching into the principles of green chemistry.

关键词： General Public Safety/Hazards distance learning/self instruction Internet/Web-Based learning Multimedia-Based learning Green Chemistry

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Use of Simulations and Screencasts to Increase Student Understanding of Energy Concepts in Bonding

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JOURNAL OF CHEMICAL EDUCATION 2021年第3期98卷 730-744页

作者： VandenPlas, Jessica R. Herrington, Deborah G. Shrode, Alec D. Sweeder, Ryan D. Grand Valley State Univ Dept Chem Allendale MI 49401 USA Michigan State Univ Lyman Briggs Coll E Lansing MI 48825 USA

The growing popularity of flipped, blended, and online learning, combined with the need to support a student population with increasingly diverse backgrounds, has led to the development and use of online materials to support students' learning of chemistry outside of a face-to-face classroom. Chemistry simulations provide opportunities to make such materials more interactive;however, it is important to understand how to best employ them to support students' independent learning outside of the classroom. The larger ChemSims project aims to determine how screencasts and simulations can be used to best support the development of students' conceptual understanding of core chemistry concepts in such environments. This paper focuses specifically on the concepts of force and energy as they pertain to bonding and intermolecular attractions. It describes the investigation of students' out-of-class use of a PhET simulation that illustrates force and energy changes that occur when two atoms come together or are separated. As an introduction to bonding, students completed out-of-class assignment questions in one of three different treatment conditions: (1) exploring the simulation directly using guided instructions;(2) watching an expert-narrated screencast using the same simulation;or (3) watching an "enhanced screencast", consisting of the expert-narrated screencast plus additional information related to the formation and breaking of bonds in chemical reactions. Comparing scores on pretest and follow-up questions indicated that all treatments resulted in small learning gains with some learning objectives indicating greater gains than others. Further, findings indicate that the enhanced screencast was able to help students better connect this concept to the phenomena of ATP hydrolysis. Finally, using eye tracking to contrast student use of the simulation as compared to the screencast in completing the assignment suggests that, while the screencast may not result in increased c

关键词： High School/Introductory Chemistry First-Year Undergraduate/General Chemical Education Research Computer-Based learning distance learning/self instruction Internet/Web-Based learning Multimedia-Based learning Problem Solving/Decision Making Atomic Properties/Structure Noncovalent Interactions

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Online Experimentation during COVID-19 Secondary School Closures: Teaching Methods and Student Perceptions

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 3295-3300页

作者： Babincakova, Maria Bernard, Pawel Pavol Jozef Safarik Univ Kosice Fac Sci Dept Didact Chem Kosice 04180 Slovakia Jagiellonian Univ Dept Chem Educ PL-30387 Krakow Poland

The COVID-19 lockout situation affected people all over the world. Despite all of the disadvantages, this situation offered new experiences and perspectives and pushed education advances forward as never before. Something that seemed to be unreal became a worldwide reality within a few days. Instructors of all subjects at all educational levels moved to a virtual environment instantly. Higher education institutions, universities, and colleges seemed to be fairly prepared for this situation. Unfortunately, primary and secondary schools, especially in eastern and central Europe, never considered distance education as a valuable alternative before, so they did not have software, hardware, and staff prepared for such a situation. Moreover, students' expectations and dilemmas concerning e-learning were not investigated earlier in the context of obligatory subject education. Moving to the virtual environment was particularly challenging for teachers, who wanted to transfer real class experiences into online lessons since chemistry is based on problems, observations, evidence, and experiments. Often, teachers claimed that they could be more efficient if they had knowledge, skills, and proper equipment to run classes online. This paper presents experiences of secondary chemistry teachers from Slovakia, participants in the IT Academy Project, who earlier, within the framework of the project, were equipped with the necessary skills and tools to run virtual classes, supported with data logging experiments. In this communication, the teachers' efforts using online experimental practices are described, as well as reflections by their students about the experiences.

关键词： High School/Introductory Chemistry Continuing Education Internet/Web-Based learning distance learning/self instruction

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Description and Preliminary Evaluation of a Program for Improving Chemistry learning in High School Students

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JOURNAL OF CHEMICAL EDUCATION 2014年第9期91卷 1439-1445页

作者： Penaranda Armbrecht, Jose Aragon-Muriel, Alberto Micolta, Germania Univ Valle Talents Plan Chem Sch Cali 25360 Colombia

High school students have had some difficulties in understanding chemistry due to traditional ways of teaching this specific science. It is important to improve teaching methods that increase student motivation, not only to enhance their capacity for understanding, but also to generate a greater level of interest in the study of chemistry for their future professional life. Current technologies such as the virtual campus, which complements theory classes with class laboratories, help students feel better trained and more confident about scientific world. This improvement was reflected on the SABER 11 degrees test results in chemistry made up by the Colombian Institute for Educational Evaluation (ICFES in Spanish), which were applied to the students of the leveling program "National Academic Talent Plan" (PNAT). This study found a positive effect when comparing pre-test and post-test scores (effect size of 0.61, moderate difference), and it was also observed an increase in the number of students placed at the medium standard and medium high range. This paper presents a description and preliminary evaluation that can be used for teaching chemistry to high school students, along with the results on standardized tests for students participating in the equalization program that applied the methods noted.

关键词： Laboratory instruction High School/Introductory Chemistry distance learning/self instruction Communication/Writing Humor/Puzzles/Games Textbooks/Reference Books Testing/Assessment Continuing Education Computer-Based learning

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Pivoting an Upper-Level, Project-Based Biochemistry Laboratory Class to Online learning During COVID-19: Enhancing Research Skills and Using Community Outreach to Engage Undergraduate Students

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 2727-2732页

作者： Zewail-Foote, Maha Southwestern Univ Dept Chem & Biochem Georgetown TX 78626 USA

Closing the university due to the COVID-19 pandemic resulted in a sudden shift from independent research projects in biochemistry to a virtual learning experience focused on essential research skills and an added community outreach activity. Here, pedagogical strategies and lessons learned on restructuring this upper-level biochemistry laboratory course to a remote format are described.

关键词： Upper-Division Undergraduate Biochemistry Public Understanding/Outreach distance learning/self instruction Inquiry-Based/Discovery learning Molecular Biology Nucleic Acids/DNA/RNA Undergraduate Research

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