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Lessons Learned by Converting a First-Year Physical Chemistry Unit into an Online Course in 2 Weeks

JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 2389-2392页

作者： Wild, Duncan A. Yeung, Alexandra Loedolff, Matthys Spagnoli, Dino Univ Western Australia Sch Mol Sci Perth WA 6009 Australia Curtin Univ Sch Mol & Life Sci Perth WA 6102 Australia

The disruptions of the COVID-19 pandemic caused academic staff from around the world to convert to online methods of teaching. At the University of Western Australia, this transition was implemented half way through semester one. This commentary provides an overview of the changes made for a physical chemistry first year unit. We provide analysis into the lessons that we learned having gone through the process and how we can use this experience to improve the unit in the future.

关键词： First-Year Undergraduate/General Physical Chemistry internet/web-based learning Administrative Issues

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Blockchain: Will Better Data Security Change Chemical Education?

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JOURNAL OF CHEMICAL EDUCATION 2020年第7期97卷 1815-1818页

作者： Pence, Harry E. SUNY Coll Oneonta Dept Chem & Biochem West Oneonta NY 13861 USA

Aside from a few brave souls who follow the financial gyrations of the online currrency known as Bitcoin, most chemists are probably not very familiar with blockchain. Blockchain is a security technnology that can replace traditional academic transcripts as well as provide a new model for sharing scientific information. It might be useful as a pedagogical tool and even as a way to manage the arrival and inventory of the chemical stockroom. Blockchain may also be used to determine ownership of intellectual property and to track the shipment of chemicals to prevent their use for illegal purposes, such as terrorism.

关键词： First-Year Undergraduate/General Second-Year Undergraduate Upper-Division Undergraduate Chemoinformatics Computer-based learning internet/web-based learning

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Exploring Everyday Chemistry: The Effectiveness of an Organic Chemistry Massive Open Online Course as an Education and Outreach Tool

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JOURNAL OF CHEMICAL EDUCATION 2020年第5期97卷 1266-1271页

作者： Parsons, Andrew F. Univ York Dept Chem York YO10 5DD N Yorkshire England

A massive open online course (MOOC), Exploring Everyday Chemistry (eeDc), was delivered four times between 2017 and 2019, attracting a worldwide audience of over 15 000 learners from a wide range of backgrounds. This 4-week course was designed to show a variety of everyday applications of organic chemistry, targeted at high school students seeking to study a chemistry-related degree at university. A mix of video, text, polls, quizzes, and practical activities was incorporated with material designed to build on high school studies, highlighting aspects of university-level teaching and research, as well as showcasing some career opportunities for chemistry graduates. We monitored student attitudes toward this course, finding a consistent enthusiasm for the approach and selection of material. The impact of the course was evident from the significant number of students who mentioned it positively in their university applications.

关键词： First-Year Undergraduate/General Organic Chemistry Distance learning/Self Instruction Computer-based learning internet/web-based learning Applications of Chemistry Student/Career Counseling

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A Desirable Combination for Undergraduate Chemistry Laboratories: Face-to-Face Teaching with Computer-Aided, Modifiable Program for Grading and Assessment

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 3028-3032页

作者： Gao, Ruomei Lloyd, Judith Kim, Youngjoo SUNY Coll Old Westbury Chem & Phys Dept Old Westbury NY 11568 USA

The COVID-19 outbreak has altered chemistry laboratory instruction and forced us to reconsider the balance between face-to-face and online teaching. Our students preferred face-to-face teaching (score 4.1/5 on a Likert-like scale) to virtual laboratory exercises (3.4/5) despite the fact that their performance score was actually lower in face-to-face laboratories (72.7/100) than that obtained through online classes (85.0/100) in Introduction Chemistry I Lab. Student performance in virtual biochemistry laboratories in spring 2020 (94.3 +/- 1.6/100) was close to that from similar face-to-face exercises done in the fall 2017 (90.4 +/- 0.9/100). Students viewed virtual laboratories as more approachable and appeared to master the underlying content better than in face-to-face laboratories although their responses regarding the effectiveness of online teaching were mixed. A combination of face-to-face teaching with a computer-aided, modifiable program for grading and assessment would have a promising future.

关键词： First-Year Undergraduate/General Upper-Division Undergraduate Laboratory Instruction Computer-based learning Distance learning/Self Instruction Hands-On learning/Manipulatives internet/web-based learning Reactions

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Online Teaching Practices and Strategies for Inorganic Chemistry Using a Combined Platform based on DingTalk, learning@ZJU, and WeChat

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 2940-2944页

作者： Xiao, Chengliang Cai, He Su, Yongjie Shen, Lvming Zhejiang Univ Coll Chem & Biol Engn Hangzhou 310027 Peoples R China

Due to the COVID-19 outbreak an online inorganic chemistry course for engineering students was set up at Zhejiang University for the 2020 spring semester. In this study, we will be using this course as an example of how to offer efficient methods for online teaching in chemistry. Applications such as DingTalk, WeChat, and the learning@ZJ1J web site were combined to establish a network platform to smoothly carry out this course. Personal insights on high-quality online teaching for inorganic chemistry are also discussed. Taken into consideration for online teaching and learning attributes, special screening background, scientific story and history, research frontiers, and interesting activities were incorporated to attract the attention of students in class. Study has found that these students performed very well in their two examinations, which confirmed that our established online platform and strategies are highly effective for teachibg and learning.

关键词： First-Year Undergraduate Inorganic Chemistry internet/web-based learning Pertodictty/Periodic Table Student-Centered learning

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Using Socrative Online Polls for Active learning in the Remote Classroom

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 2701-2705页

作者： Christianson, Anna M. Bellarmine Univ Dept Chem Louisville KY 40205 USA

Maintaining an element of active learning in the post-COVID-19 classroom was a challenge given the absence of traditional in-person interactions. This communication describes how the author used Socrative online polls to help bridge that gap for General Chemistry students in Spring 2020. The Socrative platform provides a versatile way to incorporate real-time student participation even in a virtual environment, since it can be accessed anywhere with a web connection. The system gives the instructor many options for creating effective activities from short concept checks to class-long guided practice. Student evaluation comments indicated their positive experience of the use of Socrative polls and, more generally, the transition to online learning in the Spring 2020 General Chemistry courses. Socrative or other web-based student response systems may thus be a useful tool for instructors wishing to make their remote classroom interactive.

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

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Using a Faculty-Developed Documentary-Style Film to Communicate Authentic Chemistry Research to a High School Audience

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JOURNAL OF CHEMICAL EDUCATION 2020年第8期97卷 2351-2355页

作者： Burgin, Stephen R. Sakamaki, Yoshie Tsuji, Miu Watson, Olivia Heidrick, Zachary Chitwood, Timothy Benamara, Mourad Martin, Elizabeth M. Childress, Michelle Beyzavi, M. Hassan Univ Arkansas Dept Curriculum & Instruct Fayetteville AR 72701 USA Univ Arkansas Dept Chem & Biochem Fayetteville AR 72701 USA Fayetteville High Sch Fayetteville AR 72701 USA Univ Arkansas Inst Nano Sci & Engn Fayetteville AR 72701 USA

Described is the creation, deployment, and evaluation of a video produced about the synthesis and applications of metal-organic frameworks (MOFs). The goal of this project was to gauge the impact of viewing the video on high school students' conceptions of authentic chemistry practices and applications. Additionally, comparisons were made between the use of the video and more traditional face-to-face presentations given by professional scientists. Observations, student surveys, and an interview with the high school chemistry teacher demonstrated the utility of such a video. Specifically, the students who viewed the video reported learning more about the nature of laboratory work in chemistry than other students who did not view the video. Students, regardless of whether they viewed the video or just received a presentation, reported growth in understandings of the applications of chemistry research and porous nanomaterial. Other research chemists are encouraged to consider ways that they could document on video the research that they are performing in order to introduce an untapped audience (high school students) to authentic chemistry research in a practically simple manner. During times of crisis, such as a pandemic, online videos could be a useful tool for high school chemistry teachers to use in collaboration with research faculty, particularly when schools are closed.

关键词： High School/Introductory Chemistry Public Understanding/Outreach internet/web-based learning Applications of Chemistry Laboratory Equipment/Apparatus Nanotechnology

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Choose Your Own "Labventure": A Click-Through Story Approach to Online Laboratories during a Global Pandemic

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 3064-3069页

作者： D'Angelo, John G. Alfred Univ Alfred NY 14804 USA

The suspension of in-person classes brought about by the COVID-19 pandemic necessitated adjustments to all manner of instruction. Laboratory instruction was particularly challenged since the primary response was to deliver content remotely, i.e., online. In an effort to reinforce laboratory topics and engage students, five click-through organic chemistry lab stories modeled after the Choose your Own Adventure book series were created. These labventures were (1) use of FT-IR;(2) identification by mixed melting point;(3) liquidliquid extraction;(4) recrystallization;and (5) chemical reaction. To facilitate assessment, each story was deployed on the learning Management System so the number of times students visit each page of the story could be counted. These assignments were generally well received by students and revealed varied levels of understanding of the laboratory material.

关键词： Second-Year Undergraduate Upper-Division Undergraduate First-Year Undergraduate/General Organic Chemistry Computer-based learning Distance learning/Self Instruction internet/web-based learning Humor/Puzzles/Games Applications of Chemistry

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The Sudden Switch to Online Teaching of an Upper-Level Experimental Physical Chemistry Course: Challenges and Solutions

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 3097-3101页

作者： Baker, Rose M. Leonard, Matthew E. Milosavljevic, Bratoljub H. Univ North Texas Dept Learning Technol Denton TX 76207 USA Penn State Univ Dept Chem 152 Davey Lab University Pk PA 16802 USA

This communication reports the curriculum changes and how they worked when an upper-level experimental physical chemistry course had to switch from face-to-face to online teaching within a matter of days. Although several of the learning goals of the laboratory-based course could still be met in the online environment, others required modifications in order to reduce the educational losses. The use of videos, icebreakers, homework, prelab quizzes, in-lab questions, and synchronous meetings helped to keep the students engaged and maximize the achievement of learning goals. The technology challenge when internet connections were poor was swiftly addressed by the students ching to cell phone data plans. Academic integrity was managed through the use of an open-book exam using original problems that required critical thinking and problem-solving skills rather than only regurgitation of knowledge that could be copied from textbooks or found online. Although gains were obtained through writing lab reports, solving the homework, prelab quizzes, and in-lab questions as well as generating questions about the laboratory experiments, the development of problem solving skills to address challenges during the actual instrument operation and planning and conducting an authentic research experiment were lost because instruction was not face-to-face.

关键词： Upper-Division Undergraduate Physical Chemistry Curriculum internet/web-based learning learning Theories

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An Applied Research-based Approach to Support Chemistry Teachers during the COVID-19 Pandemic

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 3278-3284页

作者： Rap, Shelley Feldman-Maggor, Yael Aviran, Ehud Shvarts-Serebro, Inna Easa, Enas Yonai, Ella Waldman, Ruth Blonder, Ron Weizmann Inst Sci Dept Sci Teaching Rehovot Israel Open Univ Israel Dept Nat Sci Raanana Israel

In this Communication paper we describe how a research-based approach was applied in Israel to support high-school chemistry teachers, who continued to teach using technology during the COVID-19 pandemic. Within the TPACK (technological pedagogical content knowledge) framework for teachers knowledge in technological environments, we developed a questionnaire for chemistry teachers, with the goal to reveal the difficulties they encountered, their needs, and their means for sharing their knowledge, materials, and teaching strategies for online teaching. On the basis of the analysis of the collected data, we provided a research-based response that focused on the teachers needs when using technology to teach chemistry. Teachers needs, in terms of their knowledge, skills, and means of support, which were identified in the research and the activities that were developed in order to address them, are presented. We emphasized the research-based process that was applied to address teachers needs during the pandemic.

关键词： High School/Introductory Chemistry Distance learning/Self Instruction Computer-based learning internet/web-based learning Professional Development

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