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Linking Chemistry to Community: Integration of Culturally Responsive Teaching into General Chemistry I Laboratory in a Remote Setting

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JOURNAL OF CHEMICAL EDUCATION 2022年第1期99卷 402-408页

作者： Winstead, Angela J. McCarthy, Pumtiwitt C. Rice, Daria S. Nyambura, Grace W. Morgan State Univ Dept Chem Baltimore MD 21251 USA

The COVID-19 pandemic redefined how chemistry laboratories were taught. It also introduced a racial health disparity for Black and Brown people. The General Chemistry I laboratory curriculum at a Historically Black College and University (HBCU) in Baltimore, MD, was redesigned to meet student needs during this challenging time. While surrounded by civil unrest and uncertainty, we wanted to reach our underrepresented students in a way that they felt seen and heard. "The Mystery of Mr. Johnson" series was designed to reinforce the role chemistry can serve in advancing equity in their community. This interconnected series of three experiments (Solutions, Titration, Spectroscopy) developed chemistry laboratory skills which were applied to diabetes, a COVID-19 comorbidity, and health disparity highly prevalent in Baltimore. "The Mystery of Mr. Johnson" series provided opportunities for students to gain exposure to the role of chemistry in addressing a health disparity that impacts their community. The culminating project was a public service announcement to communicate lifestyle changes and the prevalence of diabetes in the black community.

关键词： First-Year Undergraduate/General Laboratory Instruction internet/web-based learning Titration/Volumetric Analysis Student-Centered learning Inquiry-based/Discovery learning

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Analysis and Characterization of Student Interactions in a Remote Laboratory: Measurement of the Enthalpy and Entropy of Vaporization of n-Octane

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JOURNAL OF CHEMICAL EDUCATION 2022年第3期99卷 1201-1210页

作者： Wei, Jianye Treagust, David F. Mocerino, Mauro Wallace, Andrew D. Brown, Trevor C. Curtin Univ Sch Educ Perth WA 6845 Australia Curtin Univ Sch Mol & Life Sci Perth WA 6845 Australia Univ New England Sch Sci & Technol Chem Armidale NSW 2351 Australia Soochow Univ Coll Chem Chem Engn & Mat Sci Suzhou 215000 Peoples R China

A remote laboratory that measures the enthalpy of vaporization (Delta H-vap degrees) and the entropy of vaporization (Delta S-vap degrees) of n-octane was designed, constructed, and offered to second-year physical chemistry undergraduates at the University of New England (UNE) and Curtin University. The experiment was delivered in real-time, using equipment controlled remotely via the internet. A survey instrument was developed to investigate the learning process from the students' viewpoint and was followed by focus group interviews. Guidance from the laboratory manual and from the visual hints available through the webcam was important for their learning and was used most frequently among all the interactions. The students were satisfied with the laboratory and would like to perform other remote experiments. Types of learning interactions, such as experiment construction and technical skill learning, could be partly achieved with support from technicians and the meticulous design of online guidance.

关键词： Second-Year Undergraduate Physical Chemistry internet/web-based learning Distance learning/Self Instruction Thermodynamics

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Student Perceptions of Remote Chemistry Laboratory Delivery Models

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JOURNAL OF CHEMICAL EDUCATION 2022年第2期99卷 654-668页

作者： Accettone, Shannon L. W. Trent Univ Dept Chem Peterborough ON K9L 0G2 Canada

The COVID-19 pandemic of Spring 2020 saw chemistry instructors across the globe working to deliver traditional hands-on laboratory learning within a remote learning environment. This study focused on the student perspective on remote laboratory delivery models across 13 Fall 2020 chemistry courses with students from all four years of undergraduate study and varying declared majors. For those students who were able to experience in-person laboratory experiments, the majority indicated that they were of high value to their overall learning experience. Specifically, the students noted that the value of the in-person experiential laboratory learning was tied to their ability to learn and practice their technical skills while putting the theory learned in class into practical context and application. Remote laboratory alternatives in the form of video-recorded experiments and online simulations were seen to be less valuable to the overall student learning experience. While students indicated that they highly valued in-person laboratory experiences and would like to see them continually implemented within their learning experiences, careful design and implementation of remote alternatives may provide meaningful alternatives when in-person laboratory instruction is not possible or perhaps enhance already existing laboratory curricula.

关键词： General Public First-Year Undergraduate/General Second-Year Undergraduate Upper-Division Undergraduate Laboratory Instruction Distance learning/Self-Instruction Hands-On learning/Manipulatives internet/web-based learning Laboratory Management Laboratory Equipment/Apparatus

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Chemist Bot as a Helpful Personal Online Training Tool for the Final Chemistry Examination

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JOURNAL OF CHEMICAL EDUCATION 2022年第2期99卷 1110-1117页

作者： Korsakova, Ekaterina Sokolovskaya, Olga Minakova, Dania Gavronskaya, Yulia Maksimenko, Nadezhda Kurushkin, Mikhail Herzen Univ Dept Chem & Ecol Educ St Petersburg 191186 Russia ITMO Univ SCAMT Inst Ind Lab St Petersburg 191002 Russia ITMO Univ SCAMT Inst Chem Educ Res & Practice Lab St Petersburg 191002 Russia

The global pandemic complicated both learning chemistry and, importantly, preparation for examinations. One of the problems which students face is the lack of teachers' attention, whereas the implementation of such distance learning technology as a chatbot represents one possible solution. The Chemist Bot was created specifically to help Russian students prepare for the final chemistry examination. It provides various activities, including the access to theory, the opportunity to complete the real exam tasks, and educational games. Over a period of three months, 465 students took part in the Chemist Bot activities, and 52 of them shared their real examination results. It was revealed that both the completion of exam tasks and participation in extracurricular activities are helpful for training and preparation. In the present experiment, it has been shown that 13 of the 15 students who wrote the full United State Exam (USE) sample in the bot and scored at least 53 out of 66 points in the Chemist Bot then scored over 80 points on the real USE (which is 80% of the maximum USE score and is considered excellent by FIPM - Federal Institute of Pedagogical Measurements, Russian Federation). Currently, the Chemist Bot is involved in preparation of new participants: those students who are going to pass the exam in the summer of 2022.

关键词： High School/Introductory Chemistry Inorganic Chemistry Organic Chemistry Computer-based learning Distance learning/Self Instruction Humor/Puzzles/Games internet/web-based learning Testing/Assessment learning Theories

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Use of an Online Social Annotation Platform to Enhance a Flipped Organic Chemistry Course

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JOURNAL OF CHEMICAL EDUCATION 2022年第2期99卷 538-545页

作者： Sigmon, Anna J. Bodek, Matthew J. Penn State Univ Dept Sci Media PA 19063 USA

A free online social annotation platform, Perusall, was incorporated into a flipped organic chemistry course sequence. The platform provides an interactive chat enhanced with social media features that facilitates student engagement with each other as they watch videos in an asynchronous format. This technology transforms how students watch flipped content from an isolated experience to an active, collaborative one in which they can ask questions, discuss ideas, and get feedback. Student compliance was high, and survey responses about the technology were generally positive, with students reporting that it improved their understanding, decreased their boredom when watching videos, and made them more comfortable in asking questions. The quality of the conversations on Perusall was typically better than what we have been able to stimulate in class, likely because of the low-stakes environment of commenting in the chat. Analytics revealed that, on average, students actively watched each video for a time period that was 3 times the video length, with shorter videos resulting in higher relative viewing times compared with lengthier videos. Overall, this technology offers a new tool for instructors seeking to enhance student learning experiences in flipped classrooms by facilitating social, collaborative interactions with videos.

关键词： First-Year Undergraduate/General Second-Year Undergraduate Upper-Division Undergraduate Organic Chemistry Distance learning/Self-Instruction Multimedia-based learning Collaborative/Cooperative learning internet/web-based learning

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Harry Potter Themed Digital Escape Room for Addressing Misconceptions in Stoichiometry

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JOURNAL OF CHEMICAL EDUCATION 2022年第7期99卷 2747-2753页

作者： Cai, Shiying Nanyang Polytech Sch Appl Sci Singapore 569830 Singapore

Chemistry is often seen as an abstract and content-heavy subject. Many students struggle with chemistry because they attempt to memorize the content without understanding the concepts. As a result, students often have misconceptions. COVID-19 has driven teaching and learning online, and an escape room teaching method, which is a way to enhance student engagement, has gained popularity among educators in higher education. This study examines the effectiveness of teaching through a digital escape room as compared to a typical online lesson with a collaborative learning method to address misconceptions in stoichiometry. A Harry Potter themed digital escape room is created to spark the students' interest in chemistry and address misconceptions. Thirty-eight students from the Nanyang Polytechnic Foundation Program participated in this study. The students completed a pretest, a post-test, and a survey, in addition to participating in the digital escape room and a typical online lesson. Four topics were covered in this study: balancing chemical equations, calculating empirical formulas, identifying the type of chemical bonding, and interpreting element symbols. Out of these four topics, it was discovered that students tended to have difficulty calculating empirical formulas. It was found that, on average, students showed a 10% improvement in test scores after being taught through the digital escape room. This result is similar to results obtained from a typical online lesson with a collaborative learning method (9% improvement). This implies that a digital escape room is equally as effective as a typical online lesson with a collaborative learning method at addressing misconceptions. Teaching through a digital escape room has shown potential additional benefits of enhancing soft skills, promoting teamwork, the ability to work under time pressure, communication skills, innovation competency, and increasing student motivation. The researcher recommends the use of a digital e

关键词： High School/Introductory Chemistry Inorganic Chemistry Collaborative/Cooperative learning Humor/Puzzles/Games internet/web-based learning Misconceptions/Discrepant Events Stoichiometry Student Centered learning

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Engagement of Students in an Organic Chemistry Lecture/Lab Course via Social Media Using Twitter

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JOURNAL OF CHEMICAL EDUCATION 2022年第9期99卷 3304-3309页

作者： Frohock, Bram H. Macallister, Cade A. Gallardo-Williams, Maria T. North Carolina State Univ Dept Chem Raleigh NC 27695 USA

A teaching team composed of a faculty member (lecture) and a graduate teaching assistant (lab) endeavored to engage students enrolled in several sections of the same organic chemistry course through the use of social media. Students were encouraged to follow both instructors on Twitter and were asked to share aspects of the class using the social media site. Instructors regularly posted content and links relevant to the course and interacted with students, modeling professional social media interactions. Although the extent of student participation was limited, it was determined that this is a possible complementary outlet for class communication, sharing of information, and limited data gathering. In the lab courses, students were found to be more reticent to engage but did use the "follow" function to add the lab instructor to their Twitter networks. Lab and lecture courses were surveyed in order to determine factors affecting student engagement on social media. Results of the surveys and data collected in both courses are discussed with an emphasis on best practices.

关键词： Second-Year Undergraduate Organic Chemistry internet/web-based learning Multimedia-based learning Computer-based learning

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Improving the Equity of Undergraduate Practical Laboratory Chemistry: Incorporating Inclusive Teaching and Accessibility Awareness into Chemistry Graduate Teaching Assistant Training

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JOURNAL OF CHEMICAL EDUCATION 2022年第1期99卷 487-493页

作者： Sarju, Julia P. Jones, Leonie C. Univ York Dept Chem York YO10 5DD N Yorkshire England

Graduate teaching assistants (GTAs) are important partners in practical chemistry teaching and learning, but they rarely receive direct instruction in inclusive teaching practices and equality, diversity, and inclusion principles. Here we describe the design, delivery, and evaluation of a workshop, along with the resources developed, to support and encourage widespread incorporation of equality, diversity, and inclusion principles into GTA training. Analysis of the group discussion provided valuable insights into the participants' perceptions of inclusive teaching, their learner experiences, and examples of teaching practices.

关键词： Inclusive Teaching Minorities in Chemistry Women in Chemistry Graduate Education Research Laboratory Instruction TA Training Orientation internet/web-based learning Professional Development

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Investigating Meaningful learning in Virtual Reality Organic Chemistry Laboratories

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JOURNAL OF CHEMICAL EDUCATION 2022年第2期99卷 1100-1105页

作者： Williams, Nicholas D. Gallardo-Williams, Maria T. Griffith, Emily H. Bretz, Stacey Lowery Elon Univ Dept Psychol Elon NC 27244 USA North Carolina State Univ Dept Chem Raleigh NC 27695 USA North Carolina State Univ Dept Stat Raleigh NC 27695 USA Miami Univ Dept Chem & Biochem Oxford OH 45056 USA

Virtual reality (VR) lab experiences for organic chemistry were developed at NC State University as an accessibility tool for students who are unable to attend in-person laboratories due to disabilities, attendance challenges such as pregnancy or military deployment, or safety concerns. The resulting first-person VR experiences are immersive and realistic, with a virtual teaching assistant guiding the user along the steps required to complete the experiment, including feedback as needed. During the COVID pandemic, these laboratories replaced traditional face-to-face laboratories at NC State and several other universities. During the summer of 2020, we used the Meaningful learning in the Laboratory Instrument (MLLI) to measure both the cognitive and affective dimensions of students' expectations of the virtual lab before the course and their experiences with virtual reality after completing the course. Students who completed virtual reality laboratories reported more positive affective experiences than they anticipated, including little frustration or confusion in the laboratory.

关键词： Laboratory Instruction Second-Year Undergraduate Organic Chemistry Computer-based learning Multimedia-based learning Distance learning/Self Instruction internet/web-based learning Computing/Interfacing learning Theories

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Considering the Impact of Image-based Search Engines for Online Chemistry Assessments

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JOURNAL OF CHEMICAL EDUCATION 2022年第3期99卷 1497-1502页

作者： Veale, Clinton G. L. Univ KwaZulu Natal Sch Chem & Phys Pietermaritzburg Campus ZA-3209 Scottsville South Africa

The shift to online education has dealt several important pedagogical lessons in a very short time frame, none more so than approaches to assessments. This experience, coupled to improved access to education, will likely see online assessments remain as a major component of modern mainstream education. The powerful technologies that facilitate the online learning environment also provide tools to undermine the quality of assessments. While these discussions have typically focused on word-based searches using well-known search engines, very little comment has revolved around the use of image-based searches. Here, through a small sample of illustrative examples, the potential impact of image-based search technology on online chemistry assessments is discussed.

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

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