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LAB Theory, HLAB Pedagogy, and Review of Laboratory learning in Chemistry during the COVID-19 Pandemic

JOURNAL OF CHEMICAL EDUCATION 2021年第8期98卷 2496-2517页

作者： Kelley, Elizabeth W. Univ Chicago Lab Sch Chicago IL 60637 USA Univ Chicago Chem Dept 5735 S Ellis Ave Chicago IL 60637 USA

The role and efficacy of the laboratory in chemical education have recently been a subject of renewed discussion as researchers are called upon to address the question of whether laboratory education lives up to expectations. The COVID-19 pandemic, which forced most of the global student population to temporarily adopt remote learning, offers an unparalleled case study to investigate types of outcomes resulting from a variety of adjustments made to laboratory education. This scoping review article focuses on the reports of laboratory learning in chemistry and closely related disciplines during COVID-19 to analyze the types of adjustments made to laboratory curricula and the immediate effect of these adjustments on students. The aggregated findings suggest that a lack of hands-on laboratory experience was detrimental to certain types of learning and engagement but that other types of learning were successfully achieved remotely. For researchers, departments, and university administrators, the differentiation in these findings could help inform the ongoing discussion about the future of laboratory education. For instructors and student support staff, the findings indicate potential areas of deficiency and strength for the COVID-19 student cohort going forward. Finally, a laboratory learning theory and pedagogy are proposed to guide the use of the laboratory in chemical education and potentially in other laboratory-based sciences as well.

关键词： Chemical Education Research Laboratory Instruction High School/Introductory Chemistry First-Year Undergraduate/General Second-Year Undergraduate Upper-Division Undergraduate Distance learning/Self Instruction Hands-On learning/Manipulatives General Public internet/web-based learning

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360° Virtual Laboratory Tour with Embedded Skills Videos

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JOURNAL OF CHEMICAL EDUCATION 2021年第2期98卷 651-654页

作者： Levonis, Stephan M. Tauber, Amanda L. Schweiker, Stephanie S. Bond Univ Fac Hlth Sci & Med Med Chem Grp Robina Qld 4229 Australia

This paper describes the design and effectiveness of a 360 degrees (identified as 360) virtual laboratory tour which was implemented in a second-year undergraduate chemistry subject to familiarize the students with the research laboratory environment, equipment, and skills needed to undertake the subject and first laboratory session. We include step by step guides on how to produce a virtual laboratory tour using freeware and on how to produce and incorporate interactive videos into the tour. The virtual laboratory tour that we developed was given to the students prior to their first laboratory class and was well-received by students with 100% of students surveyed reporting that it was an effective learning aid. Virtual laboratory tours offer a promising option for creating a personalized online laboratory experience.

关键词： First-Year Undergraduate/General Second-Year Undergraduate Demonstrations Laboratory Instruction Safety/Hazards Computer-based learning Distance learning/Self Instruction Hands-On learning/Manipulatives internet/web-based learning Multimedia-based learning

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Identifying Challenges and Opportunities in Teaching Chemistry Online in India amid COVID-19

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JOURNAL OF CHEMICAL EDUCATION 2021年第2期98卷 694-699页

作者： Giri, Soumen Dutta, Paulami Reg Inst Educ NCERT Bhubaneswar 751022 Odisha India

Online teaching and learning as an electronically supported approach relies mainly on the internet as the medium for knowledge transmission. The utmost efforts are being made so that learning will be possible, even during the time of the COVID-19 pandemic, while also maintaining academic integrity. In this paper, we discuss the major steps taken to foster the educational needs of chemistry students in India along with the major challenges faced by Indian teachers and learners. Transmission of education involves all-round and far-ranging development of the learners. This paper elaborates on how the activities being carried out in everyday classrooms could not be replicated efficiently in an online teaching-learning platform. Great attention was given to maintaining academic integrity;this was reflected in the process of moving instruction online.

关键词： Graduate Education/Research Curriculum Distance learning/Self Instruction internet/web-based learning Multimedia-based learning Testing/Assessment Ethics

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Virtual Computational Chemistry Teaching Laboratories-Hands-On at a Distance

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JOURNAL OF CHEMICAL EDUCATION 2021年第10期98卷 3163-3171页

作者： Kobayashi, Rika Goumans, Theodorus P. M. Carstensen, N. Ole Soini, Thomas M. Marzari, Nicola Timrov, Iurii Ponce, Samuel Linscott, Edward B. Sewell, Christopher J. Pizzi, Giovanni Ramirez, Francisco Bercx, Marnik Huber, Sebastiaan P. Adorf, Carl S. Talirz, Leopold Ecole Polytech Fed Lausanne Theory & Simulat Mat THEOS Fac Sci & Tech Ingenieur CH-1015 Lausanne Switzerland Ecole Polytech Fed Lausanne Natl Ctr Computat Design & Discovery Novel Mat MA CH-1015 Lausanne Switzerland

The COVID-19 pandemic disrupted chemistry teaching practices globally as many courses were forced online, necessitating adaptation to the digital platform. The biggest impact was to the practical component of the chemistry curriculum-the so-called wet lab. Naively, it would be thought that computer-based teaching laboratories would have little problem in making the move. However, this is not the case as there are many unrecognized differences between delivering computer-based teaching in-person and virtually: software issues, technology, and classroom management. Consequently, relatively few "hands-on" computational chemistry teaching laboratories are delivered online. In this paper, we describe these issues in more detail and how they can be addressed, drawing on our experience in delivering a third-year computational chemistry course as well as remote hands-on workshops for the Virtual Winter School on Computational Chemistry and the European BIG-MAP project.

关键词： Distance learning/Self Instruction Computer-based learning Hands-On learning/Manipulatives Collaborative/Cooperative learning internet/web-based learning Physical Chemistry Laboratory Instruction Graduate Education/Research First-Year Undergraduate/General Upper-Division Undergraduate

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CADMIO: Creating and Curating an Educational YouTube Channel with Chemistry Videos

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JOURNAL OF CHEMICAL EDUCATION 2021年第11期98卷 3593-3599页

作者： Reina, Antonio Garcia-Ortega, Hector Felipe Hernandez-Ayala, Luis Guerrero-Rios, Itzel Gracia-Mora, Jesus Reina, Miguel Univ Nacl Autonoma Mexico Fac Quim Dept Quim Organ Ciudad De Mexico 04510 Mexico Univ Nacl Autonoma Mexico Fac Quim Dept Quim Inorgan & Nucl Ciudad De Mexico 04510 Mexico

YouTube is one of the most known and used social networks among students in the world, and undergraduate chemistry students are no exception. Undeniably, YouTube can offer several advantages for complementing university lessons in an asynchronous manner. There are many chemistry channels available on the internet;however, they are mainly too general or run by nonprofessionals, resulting in misconceptions or inaccuracies that lead to student confusion. In this contribution, we present CADMIO, a peer-to-peer reviewed YouTube channel with more than 60 videos in Spanish language, 2,550 subscribers, and 6,000 hours of accumulated views over the first year. These videos focus on introductory and advanced topics in inorganic chemistry. CADMIO is a powerful, versatile, and useful didactic tool, in which each video lesson presents basic concepts in a clear and concise way, thorough methodologies to enhance problem-solving skills, and an important variety of exercises to help students learning. The wonderful and outstanding response of CADMIO on the web and in the Faculty of Chemistry encourages us to improve the channel, and recently, it has even become a Social Service program in Mexico. Our unique concept for revised video content, secured by an editorial board consisting of professors at the Facultad de Quimica, UNAM, make CADMIO a truthful tool for teaching and learning chemistry.

关键词： General Public First-Year Undergraduate/General Inorganic Chemistry Distance learning/Self Instruction internet/web-based learning Multimedia-based learning Public Understanding/Outreach Enrichment/Review Materials

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Practical Guidelines to Redesign Introductory Chemistry Courses Using a Flexible and Adaptive Blended Format

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JOURNAL OF CHEMICAL EDUCATION 2021年第12期98卷 3852-3863页

作者： Scholten, Danny J. Wijtmans, Maikel Dekker, Stefan J. Vuuregge, Anna H. Boon, Erik J. J. Vos, J. Chris Siderius, Marco Westbroek, Hanna van Muijlwijk-Koezen, Jacqueline E. Vrije Univ Amsterdam Amsterdam Inst Mol & Life Sci AIMMS Div Innovat Human Hlth & Life Sci NL-1081 HV Amsterdam Netherlands Vrije Univ Amsterdam Amsterdam Inst Mol & Life Sci AIMMS Div Med Chem NL-1081 HZ Amsterdam Netherlands Vrije Univ Amsterdam Audiovisual Ctr AVC NL-1081 HV Amsterdam Netherlands Vrije Univ Amsterdam Amsterdam Inst Mol & Life Sci AIMMS Div Mol & Computat Toxicol NL-1081 HZ Amsterdam Netherlands Vrije Univ Amsterdam Grad Sch Educ LEARN Res Inst NL-1081 HV Amsterdam Netherlands

Incorporation of increased flexibility and adaptivity in courses can support freshmen with taking responsibility for their learning process. This is especially beneficial in the case of chemistry courses given their typically abstract nature and associated need for engaging in practice and higher order thinking. Blended learning can be used to achieve course flexibility and adaptivity, and increased student engagement. Adopting blended learning requires teachers to reconsider and redesign their course setup. The willingness for this will largely be dictated by perceived practicality, however. To this end, our aim is to develop practical redesign guidelines for flexible blended learning. Such guidelines need to be instrumental, congruent, and of 'low cost' for a teacher. The resulting four guidelines were fine-tuned in two phases over 5 years using two introductory chemistry courses and incorporated various blended learning elements, such as slide-cast lectures, live lectures, formative in-cast multiple choice questions, tutorials, formative electronic tutorial questions, and student voting on the course schedule. The outcome of our multiyear endeavor was positive and sustainable by all metrics used, including online engagement by students, learning outcomes, and student evaluations. The teachers in phase II largely embraced the guidelines emerging from phase I, and in their course experienced them predominantly as practical while limitations were also identified. We hope that our guidelines and experiences can provide fellow teachers with a blueprint for practical incorporation of flexibility and adaptivity using blended learning in their chemistry courses.

关键词： First-Year Undergraduate/General Biochemistry internet/web-based learning Curriculum Student-Centered learning Distance learning/Self Instruction

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Student Satisfaction with Synchronous Online Organic Chemistry Laboratories: Prerecorded Video vs Livestream

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JOURNAL OF CHEMICAL EDUCATION 2021年第9期98卷 2861-2869页

作者： Petillion, Riley J. McNeil, W. Stephen Univ British Columbia Dept Chem Okanagan Campus Kelowna BC V1V 1V7 Canada

The widespread transition to online teaching as a result of the global pandemic moved chemistry laboratory experiences online. At UBC's Okanagan campus, organic chemistry laboratory instruction was delivered synchronously to maximize student interactions with their teaching assistants. Two methods of online delivery were employed: (1) students gathered with a teaching assistant via Zoom to watch a prerecorded video of the laboratory procedure and (2) students gathered on Zoom to watch a livestream of the teaching assistant performing the experiment in the laboratory. A single TA implemented both methods, one in each of two laboratory sections. Student satisfaction with the two delivery methods was compared using a survey and semistructured interviews. Overall, the livestream section received significantly more positive feedback in all aspects, including student investment, perceived conceptual gains, understanding of glassware and techniques, ability to make proper experimental observations, engagement in critical thinking and problem-solving, and general satisfaction with their online lab experience. However, students expressed the belief that the primary role of a teaching laboratory is hands-on experience with chemistry equipment and techniques and that their experience was lacking in this aspect regardless of the lab delivery method. Students described two principal advantages of the livestream delivery. One was the inclusion of opportunities to witness mistakes or unexpected outcomes and then having to take part in the development of a resolution to address those errors;such opportunities were absent for students watching a prerecorded and edited video with a predetermined conclusion. A second aspect was that waiting periods inherent in the live performance of an experimental procedure allowed for unstructured interactions among students and the TA, both to discuss the experiment and to simply socialize. Overall, students believed that neither pedagogy compared

关键词： Second-Year Undergraduate Upper-Division Undergraduate Laboratory Instruction Distance learning internet/web-based learning Laboratory Equipment/Apparatus

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New Look at the Competitive Nucleophilic Substitution Reaction in the Pentanol Series

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JOURNAL OF CHEMICAL EDUCATION 2021年第10期98卷 3319-3325页

作者： Herasymchuk, Khrystyna Raza, Rameez Saunders, Paul Merbouh, Nabyl Simon Fraser Univ Dept Chem Burnaby BC V5A 1S6 Canada

Substitution reactions of alcohols are some of the simplest experiments performed in undergraduate organic chemistry laboratory settings. However, the use of gas chromatography (GC) as an analytical tool for these reactions can be at times laborious and time-consuming. In this work, 1-pentanol, 2-pentanol, 3-pentanol, and 2-methyl-2-butanol were reacted with a 50/50 mixture of ammonium chloride-ammonium bromide in water to yield the corresponding alkyl bromide and alkyl chloride mixtures. Aliquots of the reaction mixture were analyzed using proton nuclear magnetic resonance (H-1 NMR) spectroscopy and verified by GC. Secondary to secondary carbocation rearrangements were observed in the nucleophilic substitution reactions of 2- and 3-pentanol yielding a mixture of 2- and 3-substituted alkyl halides, while the primary and tertiary alcohols yielded the expected products. Students were assessed on their observations and explanations with the majority of them able to identify the correct reasoning for the alkyl halides mixture formation. H-1 NMR spectroscopy provided an inexpensive and quicker method to analyze the mixture and expose the students to the secondary to secondary carbocation rearrangement in the nucleophilic substitution reaction in the pentanol series.

关键词： Second-Year Undergraduate Organic Chemistry internet/web-based learning Gas Chromatography NMR Spectroscopy Nucleophilic Substitution

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Simulation-based Guided Inquiry Activity for Deriving the Beer-Lambert Law

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JOURNAL OF CHEMICAL EDUCATION 2021年第5期98卷 1705-1711页

作者： Spitha, Natalia Doolittle, Pamela S. Buchberger, Amanda R. Pazicni, Samuel Univ Wisconsin Dept Chem 1101 Univ Ave Madison WI 53706 USA

The Beer-Lambert law is a core spectroscopic relationship widely used across the undergraduate chemistry curriculum and beyond. The derivation of this model is a common topic for upper-level chemistry courses. But, due to its abstract nature, this derivation can often seem like a mathematical exercise detached from the molecular origins of absorption. Here, we present an activity centered around a simulation of absorption using spheres and cylinders. By interacting with variables in the simulation in a guided-inquiry format, students can connect the submicroscopic interactions between photons and molecules with the mathematical relationships that ultimately give rise to the Beer - Lambert Law. The activity presented here was implemented as a virtual lab for a cohort of analytical chemistry students during the COVID-19 pandemic. Our evaluation of student responses shows the promise of this activity for encouraging students to engage in the scientific practice of modeling the submicroscopic nature of absorption to understand the development of Beer's Law. In addition, we discuss how patterns observed in student responses have informed improvements to the activity for future implementations and identify some additional learning contexts to which the interactive simulation can be applied.

关键词： Second-Year Undergraduate Upper-Division Undergraduate Analytical Chemistry internet/web-based learning Inquiry-based/Discover learning Spectroscopy

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Library of 3D Visual Teaching Tools for the Chemistry Classroom Accessible via Sketchfab and Viewable in Augmented Reality

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JOURNAL OF CHEMICAL EDUCATION 2021年第9期98卷 3032-3037页

作者： Aristov, Michael M. Moore, John W. Berry, John F. Univ Wisconsin Dept Chem Madison WI 53706 USA

Through the implementation of the free website/smartphone application Sketchfab, we have found a simple means to introduce 3D visual tools into the chemistry classroom. Sketchfab stores 3D models and animations with free crossplatform accessibility. Blender is a free 3D modeling tool that has been used to prepare models and animations for dissemination via Sketchfab. By combining these two tools, we have created and are currently maintaining an ever-growing free library of interactive 3D models on various chemistry topics. Through the Sketchfab smartphone application, these models are viewable in augmented reality on most devices. Topics include molecular motion, isomerism, molecular orbital theory, chirality, and polymerization.

关键词： High School/Introductory Chemistry First-Year Undergraduate/General internet/web-based learning Multimedia-based learning MO Theory Polymerization

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