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Analytical Chemistry Teaching Adaptation in the COVID-19 Period: Experiences and Students' Opinion

JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 2556-2564页

作者： Rodriguez-Rodriguez, Elena Sanchez-Paniagua, Marta Sanz-Landaluze, Jon Moreno-Guzman, Maria Univ Complutense Madrid Fac Pharm Dept Chem Pharmaceut Sci Analyt Chem Madrid 28040 Spain Univ Complutense Madrid Fac Chem Sci Dept Analyt Chem Madrid 28040 Spain

An important consequence of the COVID-19 health crisis has been the suspension of face-to-face teaching activity in all teaching levels from mid-March of the academic year 2019-2020. In this sense, changes in Complutense University of Madrid toward an e-learning methodology have been made. In this work, we describe the adaptation to an online teaching model of two degree analytical chemistry courses: Pharmacy and Food Science and Technology. A mixed model has been performed for classes, using both online synchronous and asynchronous learning. The opinion of the students about this adaptation was evaluated. Although students preferred to carry out a face-to-face teaching and learning process, they found certain advantages in the online teaching modality, such as Save time and Schedule flexibility.

关键词： Analytical Chemistry Graduate Education/Research internet/web-based learning Multimedia-based learning learning Theories

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Rapid Adaptation of a Traditional Introductory Lecture Course on Catalysis into Content for Remote Delivery Online in Response to Global Pandemic

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 2590-2597页

作者： Sarju, Julia P. Univ York Dept Chem Heslington YO10 5DD England

The social distancing measures introduced to prevent the spread of COVID-19 have led to the rapid redesign of chemistry instruction in higher education from face-to-face to online delivery. The design, implementation, and evaluation of a redeveloped undergraduate level course on catalysis which was delivered to 188 students (including 22 natural science students) is described. A blended multimedia learning approach was taken, informed by equality, diversity and inclusion, and cognitive load theories. Information was chunked and delivered online through short videos, supported by a written course handout, banks of multiple-choice questions, and small group tutorials. Usage statistics, autobiographical critical reflections, and student feedback (N = 44) were used to evaluate the course and identify recommendations for practitioners. The course received overwhelmingly positive feedback from students who highlighted appreciation for the format, accessibility, and delivery.

关键词： Second-Year Undergraduate Catalysis Inorganic Chemistry Distance learning/Self Instruction internet/web-based learning Multimedia-based learning Minorities in Chemistry Professional Development

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Efficacy of an Asynchronous Online Preparatory Chemistry Course: An Observational Study

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JOURNAL OF CHEMICAL EDUCATION 2020年第12期97卷 4287-4296页

作者： Henbest, Grace Mortezaei, Kiana Alvelais, Teresa Murphy, Courtney Eichler, Jack F. Univ Calif Riverside Dept Chem Riverside CA 92521 USA

In an ongoing effort to increase student retention and success in the undergraduate general chemistry course sequence, a fully online preparatory chemistry course was developed and implemented at a large public research university. To gain insight about the efficacy of the online course, an observational study was carried out in which student performance on final exams and performance in the subsequent general chemistry course were compared between the online cohort and a previous student cohort which completed the preparatory chemistry course in a traditional lecture format. Multiple linear regression analyses were used to compare final exam scores and general chemistry course grades between the online and in-person student cohorts, while statistically controlling for incoming student academic achievement. Results from these analyses suggest the fully online course resulted in statistically significant increases in both the preparatory chemistry final exam scores and course grades in the subsequent general chemistry course. Because the retention of less academically prepared students in STEM majors is a historical problem at the institution in which the online preparatory chemistry course was implemented, the analyses also aimed to determine if this at-risk group demonstrated similar achievement relative to the population at large. Notably, it was determined that students with the lowest incoming Math SAT scores appeared to perform better in the online course relative to the analogous group of students in the inperson course. Though the observational nature of this study does not allow for the determination of causality, these results suggest a fully online course can result in improved performance for large populations of students, without resulting in a negative achievement gap for less academically prepared students. The structure and implementation of the online course and the results from the statistical analyses will be described herein.

关键词： First-Year Undergraduate/General Computer-based learning Curriculum internet/web-based learning Enrichment/Review Materials

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"Making Every Second Count": Utilizing TikTok and Systems Thinking to Facilitate Scientific Public Engagement and Contextualization of Chemistry at Home

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JOURNAL OF CHEMICAL EDUCATION 2020年第10期97卷 3858-3866页

作者： Hayes, Clare Stott, Katherine Lamb, Katie J. Hurst, Glenn A. Univ York Green Chem Ctr Excellence Dept Chem York YO10 5DD N Yorkshire England

TikTok is a social media video-based phone application which enables creative and engaging videos to be shared on social media platforms worldwide. TikTok has been applied to create fun, exciting, and engaging 15-60 s long chemistry outreach educational videos, to encourage public dissemination of science with a systems thinking approach. With the creation of an online TikTok account called "The Chemistry Collective" by undergraduate students, 16 educational videos were created, with approximately 8,500 views. Upon surveying participants, viewers of these TikTok videos strongly agreed that they had learned something new about chemistry since watching these videos (4.66/5.00) and had an increased interest in chemistry (82.7% agreed). As such, TikTok can be used to enhance public and undergraduate student engagement with chemistry and science education, together with facilitating the ability of the public to understand how chemistry can be fun, can be performed at home, and is part of our daily lives.

关键词： internet/web-based learning Public Understanding/Outreach General Public Elementary/Middle School Science High School/Introductory Chemistry

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Creating a Confident and Curious Cohort: The Effect of Video-Led Instructions on Teaching First-Year Chemical Engineering Laboratories

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JOURNAL OF CHEMICAL EDUCATION 2020年第11期97卷 4001-4007页

作者： Campbell, James Macey, Andrew Chen, Wenqian Shah, Umang, V Brechtelsbauer, Clemens Imperial Coll London Dept Chem Engn London SW7 2AZ England

On-demand video has become a seamless part of the fabric of information consumption. Initially inspired by the popularity of video guides for practical skills such as cooking and DIY, instructional videos were developed for equipment used in the first-year chemical engineering undergraduate teaching laboratory at Imperial College London. During 2016/2017, the effect of the videos on the students' learning was measured using video viewership metrics, a survey, focus groups with students and Graduate Teaching Assistants (GTAs) and rounded off through interviews with the module teaching team. Student reactions were overall positive, with >90% of students stating they found the videos useful. The outcome of our study indicated that because of access to the videos before, during, and after lab sessions, students were more confident in their own ability, spent more time engaging with theory, applied practical lab skills in a more targeted way, and produced better outputs. Rather than being just a video version of the experiment handout, the video influenced the behavior of both learners and teachers, freeing up time to engage in deeper exploration of topics. The results of the study suggest that the use of video-led instruction in undergraduate laboratory teaching improves student experience, saves GTA time, and decidedly shifts the teaching focus from demonstration to exploration.

关键词： First-Year Undergraduate/General Laboratory Instruction Hands-On learning/Manipulatives Multimedia-based learning Chemical Engineering Physical Chemistry internet/web-based learning Problem Solving/Decision Making

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Development of a web-based Laboratory Class to Reduce the Challenges in Teaching Fragment-based Drug Design

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JOURNAL OF CHEMICAL EDUCATION 2020年第2期97卷 427-436页

作者： Shi, Xing-Xing Li, Jing-Yi Chen, Qiong Zhu, Xiao-Lei Hao, Ge-Fei Yang, Guang-Fu Cent China Normal Univ Wuhan Peoples R China Guizhou Univ Guiyang Peoples R China Collaborat Innovat Ctr Chem Sci & Engn Tianjin Peoples R China

Fragment-based drug design (FBDD) is a promising methodology to find quality drug leads. It is important in the curriculum of a drug design course due to its impact on drug discovery. However, teaching FBDD and its use by students remain challenging in most cases. A web-based laboratory class to teach FBDD in the form of our copyrighted workshops is described. The students' feedback and a quantitative evaluation of the results show that the web-based laboratory class is popular with students and facilitates students' learning of FBDD for design of possible drug-like molecules.

关键词： Graduate Education/Research Chemoinformatics internet/web-based learning Medicinal Chemistry Laboratory Computing/Interfacing

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learning Beyond the Laboratory: A web Application Framework for Development of Interactive Postlaboratory Exercises

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JOURNAL OF CHEMICAL EDUCATION 2020年第5期97卷 1481-1486页

作者： Moozeh, Kimia Farmer, Jennifer Tihanyi, Deborah Evans, Greg J. Univ Toronto Dept Chem Engn & Appl Chem Toronto ON M5S 3E5 Canada Univ Toronto Inst Studies Transdisciplinary Engn Educ & Practi Toronto ON M5S 3E5 Canada Univ Toronto Engn Commun Program Toronto ON M5S 3E5 Canada

Information overload and limited laboratory time usually result in students focusing mostly on procedural tasks to get the results, rather than being engaged with what they are doing. Moreover, traditional laboratory curricula rarely provide students opportunities to repeat experiments. This study presents the design of a web-based application framework for the development of interactive postlaboratory exercises that complement and extend the hands-on laboratories. The framework has four main modules: (1) a video module to present information and concepts through embedded videos, (2) a virtual lab module to perform experiments, (3) a reaction mechanism module to practice drawing reaction mechanisms, and (4) a formative assessment module including questions and explanatory feedback to guide students and to encourage reflection. On the basis of this framework, postlaboratory exercises have been developed for two experiments in an undergraduate chemistry laboratory course. The exercises allowed students to reinforce and extend the laboratory-gained knowledge in a new virtual context by comparing two different chemical reactions related to the experiments they had performed. A survey conducted at the end of the exercises revealed that a majority of students found the postlaboratory exercises helpful and thought they provided an opportunity for application and helped with reinforcing theory and integrating concepts.

关键词： Second-Year Undergraduate Upper-Division Undergraduate Laboratory Instruction Organic Chemistry internet/web-based learning Multimedia-based learning Mechanisms of Reactions

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Turning Information Dissipation into Dissemination: Instagram as a Communication Enhancing Tool during the COVID-19 Pandemic and Beyond

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 3217-3222页

作者： Ye, Sofie Hartmann, Rafael W. Soderstrom, Marcus Amin, Mohammad A. Skillinghaug, Bobo Schembri, Luke S. Odell, Luke R. Uppsala Univ Uppsala Biomed Ctr Dept Med Chem SE-75123 Uppsala Sweden

In the wake of the coronavirus disease 2019 (COVID-19) pandemic, staff and students at universities worldwide were forced to swiftly adapt to distance learning in order to continue with tertiary education. One of the main challenges we encountered during this period was a marked disconnect between staff and students, leading to lower motivation and engagement by both parties. To address this issue, we explored the social media platform Instagram as an interactive communication channel to engage first-year pharmacy students during an introductory organic chemistry course. This led to the development of @kemipilot, an open Instagram account where student questions were fielded and answered by creating educational images and videos. Despite being a small-scale study, the overwhelmingly positive student response, as well as comparisons between Instagram and the university student forum, suggest that Instagram may be a useful pedagogical tool to complement existing distance learning platforms, even beyond the COVID-19 pandemic.

关键词： First-Year Undergraduate Organic Chemistry Distance learning/Self Instruction internet/web-based learning Student-Centered learning

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Using the Research Literature to Develop an Adaptive Intervention to Improve Student Explanations of an SN1 Reaction Mechanism

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JOURNAL OF CHEMICAL EDUCATION 2020年第10期97卷 3551-3562页

作者： Dood, Amber J. Dood, John C. de Arellano, Daniel Cruz-Ramirez Fields, Kimberly B. Raker, Jeffrey R. Univ S Florida Dept Chem Tampa FL 33620 USA

Two key topics of many second-year organic chemistry courses are substitution and elimination reactions. Predicting and explaining substitution and elimination reactions tends to be a challenging task for students, as documented in the research literature. Motivated by the many documented challenges experienced by students when learning these reaction types, we developed an adaptive intervention designed to improve student explanations of an S(N)1 reaction mechanism. The intervention relies on computer-based scoring to evaluate students' written explanations of a reaction mechanism (i.e., preassessment) in determining which of two tutorials to present to a respondent. Tutorials were designed to facilitate construction of explanations of the given S(N)1 reaction mechanism based on known student difficulties with reaction mechanisms and recommendations for teaching S(N)1-related concepts in the chemical education research literature. The Level 1 tutorial aims to move students from a description only explanation to a surface level explanation (i.e., Level 2). The Level 2 Tutorial aims to move students from a surface level explanation to a deeper level explanation (i.e., Level 3). Success of the intervention was evaluated through ordinal logistic regression, finding that the Level 1 Tutorial and the Level 2 Tutorial are net effective, with odds ratios of 2.46 and 1.73, respectively, in increasing students' level of explanation sophistication.

关键词： Second-Year Undergraduate Organic Chemistry internet/web-based learning Testing/Assessment Mechanisms of Reactions Nucleophilic Substitution

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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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