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A Tale of Two Pedagogical Strategies: Investigating Student Experience through a Three-Pillared General Chemistry Course Redesign

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JOURNAL OF CHEMICAL EDUCATION 2025年第4期102卷 1717-1723页

作者： Kling, Karina A. Mcleod, Shaunna M. Lant, Hannah M. C. Dragisich, Vera Univ Chicago Dept Psychol Chicago IL 60637 USA Univ Chicago Dept Chem Chicago IL 60637 USA

To understand student experiences in chemistry courses, it is vital to measure student attitudes and beliefs, as they relate to learning and the course. In recent General Chemistry courses, the University of Chicago embarked upon a course redesign initiative guided by three evidence-backed pillars: Active learning, Accessibility, and Transparency. Updates to the existing sequence included reordering the course content, adoption of open-access materials and interactive online platforms, and standardization processes to add structure to assignments and grading. In an effort to investigate this implementation in relation to student course experience, a set of surveys focused on student motivational and affective factors were developed and administered to students in the academic years immediately pre- and post-redesign. In the year following course updates, students reported significantly higher self-efficacy in learning chemistry, value of learning chemistry in the classroom and beyond, and higher satisfaction with the skills and content learned in General Chemistry, compared to the cohort of students in the previous year who did not experience the redesigned course. The frequency of students' reported changes to their major and/or career plans as a result of General Chemistry did not differ significantly between cohorts. Combining multiple pedagogical strategies that aim to increase the approachability of content, clarity of communication, and engagement in the learning process may be a promising approach related to strengthening student beliefs about their own abilities and the value of the content they are learning in their chemistry courses.

关键词： First-Year Undergraduate/General Curriculum internet/web-based learning Multimedia-based learning Testing/Assessment learning Theories

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A Review of Undergraduate Chemistry Teaching in Higher Education during 2019-2023

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JOURNAL OF CHEMICAL EDUCATION 2025年第5期102卷 1960-1971页

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

This review examines the evolution of tertiary undergraduate chemistry teaching from 2019 to 2023, including in response to the global pandemic's impact on teaching and learning methods and whether those adaptations have persisted. The authors assessed the current educational landscape against standards set by leading accreditation bodies, the American Chemical Society, the Royal Society of Chemistry, and the Royal Australian Chemical Institute. A systematic research method allowed comprehensive coverage of peer reviewed literature using two databases: web of Science and SciFinder. A total of 511 papers were included in this review, and 245 highly cited articles were classified into five themes: students as learners, curriculum, instructional material, educational innovation, and context. Using these themes, it was possible to find the major implications of research in tertiary chemistry teaching within the literature for the five-year period. Key findings show that experiential learning through in-person laboratory activities is affirmed. Virtual resources developed during the pandemic, however, were mostly moved post pandemic to prelaboratory or complementary activities. Integration of innovative technologies and games into teaching can improve student engagement and learning, but also presents opportunities, such as generative artificial intelligence for the development of student critical thinking skills and communication skills. Students valued learning with authentic examples or big-picture contexts, like climate change or systems thinking. An emergent theme was improvements in inclusive chemistry education. This embracing of technology alongside traditional methods, and the rise of interdisciplinary approaches and inclusivity, equips graduates with the skills necessary for successful careers in chemistry.

关键词： First-Year Undergraduate/General Upper Division Undergraduate Analytical Chemistry Chemical Education Research Environmental Chemistry Inorganic Chemistry Interdisciplinary/Multidisciplinary Laboratory Instruction Organic Chemistry Physical Chemistry PolymerChemistry Safety/Hazards Communication/Writing Computer-based learning Hands-On learning/Manipulatives Humor/Puzzles/Games Inquiry-based/Discovery internet/web-based learning Multimedia Testing/Assessment

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Quick-QM-Spectra (QQMS): A website for the Visualization of Spectra and Molecules from the Output of Free Open-Source Electronic Structure Programs

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JOURNAL OF CHEMICAL EDUCATION 2025年第4期102卷 1709-1716页

作者： Leverentz-Culp, Hannah R. West, Joseph K. Winona State Univ Winona MN 55987 USA

The Quick Quantum Mechanical Spectra (Quick-QM-Spectra or QQMS) website has been developed as an easily accessible way for students (and others) to obtain spectral images and comma-separated values (CSV) files from the text output files of common open-source electronic structure programs. Unlike many of the highly powerful, yet more complicated visualization programs available, the QQMS website requires no software download (other than a standard internet browser) or significant learning curve for anyone to use. IR, UV/vis, and Raman spectra can be obtained within seconds simply by uploading GAMESS, NWChem, and ORCA output to the QQMS website. IR and UV/vis spectra can also be obtained from a Psi4 output. The QQMS website is intended to be a simple time-saving tool that enables students (and others) to focus their effort on the analysis, not the generation, of theoretical spectra.

关键词： First-Year Undergraduate/General Second-Year Undergraduate Upper-Division Undergraduate Interdisciplinary internet/web-based learning Computational Chemistry Spectroscopy

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Practical Guides to Foot-of-the-Wave Analysis (FOWA) and Catalytic Tafel Plots Through Interactive web Interface

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JOURNAL OF CHEMICAL EDUCATION 2024年第1期102卷 415-423页

作者： Sinha, Soumalya Chaturvedi, Ashwin Devi, Nilakshi Tiwari, Pramod Jiang, Jianbing Univ Cincinnati Dept Chem Cincinnati OH 45221 USA

Analysis of cyclic voltammetry data has become essential to gain kinetic insights into electrocatalytic reactions, particularly in the field of small molecule activation. In such studies, the shapes of redox waves of the cyclic voltammograms are informative to distinguish between the catalytic and noncatalytic reactions. Kinetic parameters such as turnover frequencies (TOFs), rate constants, etc. can be extracted from the catalytic current-potential profiles. "Foot-of-the-wave" analysis (FOWA) is one such analysis, proposed by Saveant and Costentin, that provides kinetic information on electrocatalytic reactions. Although FOWA has been explained by many others, performing such analysis in practice, especially for new learners, is often intimidating. We present our recently developed web interface that provides a more flexible, reliable, and user-friendly platform for performing FOWA. We also provide step-by-step guidelines and training modules for studying FOWA that could help learners find the rate constant of the electrocatalytic reaction. Furthermore, our web design also provides opportunities to construct comparative catalytic Tafel plots, which are typically used to compare the TOF-overpotential relationship among the catalysts. We have also put efforts into building a database of the kinetic information for reported molecular electrocatalysts;primarily for the electrochemical carbon dioxide reduction reaction and hydrogen evolution reaction. The database can be further extended to other disciplines in electrocatalysis in the future. Overall, we believe that this web platform would benefit the global electrochemistry community, especially aspiring FOWA learners.

关键词： Upper-Division Undergraduate Graduate Education/Research Analytical Chemistry Inorganic Chemistry Computer-based learning Distance learning/Self Instruction internet/web-based learning Electrochemistry and Foot-of-the-wave analysis

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Evolution after the Revolution: How Classical and Online School Chemistry Teaching Has Changed during the COVID-19 Pandemic?

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JOURNAL OF CHEMICAL EDUCATION 2024年第3期101卷 963-972页

作者： Babincakova, Maria Bernard, Pawel Jagiellonian Univ Fac Chem Dept Chem Educ PL-30387 Krakow Poland Pavol Jozef Safarik Univ Kosice Lifelong Learning Ctr & Project Support Kosice 04180 Slovakia

Two years of the COVID-19 pandemic had a tremendous impact on education. In the beginning, teachers were shocked by compulsory online teaching;later, they had to cope with changing restrictions, distance, and blended and hybrid environments. Such a situation was particularly difficult for chemistry teachers, who not only were forced to find a way to organize classes focused on theoretical knowledge but also had to present various phenomena, reactions, and preferably, practice laboratory skills. This paper is focused on changes in chemistry teaching at the secondary school level after two years of the pandemic compared to the first lockouts. The study involved 28 chemistry teachers and their 110 students, all from Slovakian secondary schools, and was based on online questionnaires. Results revealed how online school chemistry teaching changed, what were the teachers' challenges and attitudes toward online teaching, and how the students perceived online chemistry lessons. It was found that various groups of teachers mastered elements of online teaching at different levels. There are still teachers who struggle with the basics of online teaching but also skilled teachers who can handle many online teaching features. However, all of them still require assistance in their development, covering methodological, technical, and equipment areas. Therefore, results of this study suggest which aspects of online education instructors should pay attention to during pre- and in-service teachers' training, so skills gained by teachers during the pandemic will not be lost, and which areas of online teaching are beneficial or difficult for students.

关键词： Elementary/Middle School Science High School/IntroductoryChemistry Curriculum internet/web-based learning Testing/Assessment Professional Development

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Can You Make it Back to Earth? A Digital Educational Escape Room for Secondary Chemistry Education to Explore Selected Principles of Green Chemistry

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JOURNAL OF CHEMICAL EDUCATION 2024年第8期101卷 3193-3201页

作者： Lathwesen, Chantal Eilks, Ingo Univ Bremen Inst Sci Educ Dept Biol & Chem Chem Educ D-28359 Bremen Germany Univ Negeri Malang Fac Math & Nat Sci Malang 65145 Indonesia

Chemistry is essential to address global challenges, like the reduction of resource consumption. One of the ways to make chemical processes more effective, environmentally friendly, and safer is through green chemistry. The associated changes inspired by green chemistry should also have an impact on chemistry education. Many researchers have called for the introduction of green chemistry in chemistry education. However, most proposals for bringing green chemistry into education only aim at the tertiary educational level. At the same time, an up-and-coming field of education focuses on game-based education in general and educational escape rooms in particular. Escape rooms can be used to promote subject content learning and to develop interdisciplinary skills playfully. This article presents a digital educational escape room on selected principles of green chemistry for high school chemistry education. The educational escape room was tested with 91 high school students. Students were motivated by the activity and learned about green chemistry on a reproducible level, but they also developed interest and positive attitudes. The students favored the more frequent use of educational escape rooms in the classroom, but some would prefer analog formats instead of digital ones.

关键词： High School Multidisciplinary Humor/Puzzles/Games Problem Solving Collaborative/Cooperative learning internet/web-based learning Green Chemistry

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A Chemistry Laboratory Miniature Model: A Window to Science

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JOURNAL OF CHEMICAL EDUCATION 2024年第5期101卷 1925-1931页

作者： Mancheno, Maria Jose Agui, Maria Lourdes Elvira, Emilio Hernandez-Cornejo, David Barcina, Jose Osio Cornejo, Javier Hernandez Agudo, Carlos Ribeiro, Antonio Sanchez-Portal, Jose Parra, Marta Univ Complutense Madrid Dept Quim Organ Fac CC Quim Madrid 28040 Spain Univ Complutense Madrid Dept Quim Analit Fac CC Quim Madrid 28040 Spain Univ Complutense Madrid Taller Vidrio Cientif E-28040 Madrid Spain

The construction and educational applications of a meticulously rendered model diorama, scaled at 1:5, depicting a multidisciplinary chemical laboratory is described. The project blends the realms of Art and Chemistry, providing a glimpse into laboratory work within this scientific discipline. The model features a combination of 3D-printed and handcrafted miniature laboratory equipment alongside hand-blown chemical glassware, effectively illustrating a spectrum of chemical laboratory practices spanning both basic and advanced techniques. The educational aspects of the model are supported by an Infographic and QR codes associated with online instructional videos. These videos, accessible at any time on the YouTube platform, provide detailed insights into commonly used laboratory equipment and techniques. Through interactive activities centered on the model diorama, the model aids students in becoming familiar with the functions of standard chemistry laboratory glassware and equipment. Consequently, the model emerges as a visually appealing educational tool that provides support for chemistry instruction.

关键词： Laboratory Equipment/Apparatus internet/web-based learning Laboratory Multidisciplinary instruction General public QRs

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Evaluating Student Engagement with Quick Reference Videos for Common Organic Chemistry Laboratory Techniques

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JOURNAL OF CHEMICAL EDUCATION 2024年第12期101卷 5240-5250页

作者： Thompson, Jordan C. Griffin, James H. Link, Renee D. Univ Calif Irvine Dept Chem Irvine CA 92697 USA

Multimedia approaches, including short instructional videos, are complementary to traditional modes of instruction such as in-person lecture and written procedures. We describe the creation, implementation, and evaluation of Quick Reference (QR) instructional videos in an undergraduate organic chemistry laboratory (OCL) setting for nonchemistry majors. The QR videos were designed to address specific, recurring questions about equipment, procedure, and concepts that students in our OCL courses find continually challenging. Quick-response barcodes for each video were located close to related glassware, equipment, and chemicals during the teaching laboratory, which could be scanned by a mobile device. Students indicated in survey responses that the QR videos were easily accessible, increased their confidence in the chosen technique, and answered questions that they would otherwise have asked their TA. We found that students engaged the most with video sections relating directly to hands-on procedures ("how") but disengaged during conceptual explanations ("why"). This study offers useful insights into how chemistry students utilize instructional videos in a laboratory setting.

关键词： Second-Year Undergraduate Laboratory Instruction Organic Chemistry internet/web-based learning Multimedia-based learning Laboratory Equipment/Apparatus Student-Centered learning

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learning Assistants and Instructors Provide Social Support That Influences Student Engagement Differently in Undergraduate Active learning Chemistry Courses

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JOURNAL OF CHEMICAL EDUCATION 2024年第8期101卷 2989-3002页

作者： Donis, Krista Aikens, Melissa L. Swamy, Uma Delgado, Milagros Gillespie, Megan Graves, Palmer Eddy, Sarah L. Florida Int Univ Dept Biol Sci Miami FL 33199 USA Univ New Hampshire Dept Biol Sci Durham NH 03824 USA Florida Int Univ Dept Chem & Biochem Miami FL 33199 USA Univ Minnesota Twin Cities Dept Biol Teaching & Learning Minneapolis MN 55455 USA

Active learning commonly involves students engaging with course material in small groups during class time. The quality of this engagement may be key for students to reap the benefits of active learning. Social support theory suggests that supports from key classroom personnel like instructors and learning assistants (LAs) could positively influence student engagement in in-class activities. We explored the influence of social support across multiple sections of general chemistry courses taught in two modalities: in-person and remote synchronous. We found that students perceived that LAs and instructors both provide high levels of support for active learning in general chemistry courses. However, the influence of support on engagement varied by both who was providing it and the type of support being provided. Instructors' provisioning of informational support significantly affected student engagement in active learning regardless of course context (in-person and remote synchronous). In contrast, LAs provisioning of appraisal and emotional support impacted student engagement, though the importance of each of these supports from LAs depended on course context. Overall, we found social support can influence student in-class engagement and course context greatly influenced the relationship between the provided social support and student engagement.

关键词： First-Year Undergraduates Chemical Education Research Quantitative Analysis Collaborative/Cooperative learning internet/web-based learning

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Exploring Data Mining in Chemistry Education: Building a web-based learning Platform for learning Analytics

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JOURNAL OF CHEMICAL EDUCATION 2024年第3期101卷 930-940页

作者： Roski, Marvin Ewerth, Ralph Hoppe, Anett Nehring, Andreas Leibniz Univ Hannover Inst Sci Educ Chem Educ D-30167 Hannover Germany TIB Leibniz Informat Ctr Sci & Technol D-30167 Hannover Germany Leibniz Univ Hannover Res Ctr L3S D-30167 Hannover Germany

The integration of learning analytics and artificial intelligence methods into education is part of the latest developments and significantly affects chemistry education (research): researchers might face the challenge of collecting and analyzing content-rich data sets involving interdisciplinary approaches from computer science, chemistry, and chemistry education. Developing a learning platform offers a higher degree of freedom compared to using existing learning Management Systems. This paper presents a step-by-step overview of how we designed and created the web-based learning platform "I(3)Learn". This concrete example showcases how the content management system WordPress can be utilized to develop an online learning infrastructure that enables the application of learning analytics methods. Our approach allows collection of time-accurate log files concerning individual usage behaviors without programming skills. The step-by-step overview enables chemistry education researchers to set up a customized web-based learning platform and lay the data foundation for learning analytics. The value of the I(3)Learn platform is shown through a compelling use-case scenario involving 580 9th- and 10th-grade learners in German chemistry classrooms. In this scenario, we collected and analyzed half a million log files, and we report exemplary results and insights from the data.

关键词： internet/web-based learning Ionic Bonding

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