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Engaging K-8 Preservice Science Teachers through an NGSS-based Climate Change Project

JOURNAL OF CHEMICAL EDUCATION 2022年第3期99卷 1287-1295页

作者： Wang, Xisen Liu, Yujuan Calif State Univ Sacramento Dept Chem Sacramento CA 95819 USA

An interdisciplinary climate change project aligned with Next Generation Science Standards (NGSS) was developed and implemented in an undergraduate chemistry course for K-8 preservice science teachers during the Covid-19 pandemic. Three demonstration activities aligned with NGSS and the Framework for K-12 Science Education are included in this project, which can be adopted and implemented in science classes in primary/middle schools. This project demonstrated to students how to align the activities with NGSS and the three-dimensional framework, as well as how to select phenomena on the basis of local relevant context and using the SE instructional model in the teaching of the project. The preservice science teachers also learned chemistry concepts related to climate change through the project. Moreover, this project provides the opportunity for instructors to introduce the teaching of NGSS-based science activities to preservice science teachers using phenomena-based learning and a SE instructional model.

关键词： Elementary/Middle School Science Interdisciplinary/Multidisciplinary Demonstrations internet/web-based learning Reactions

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***: A Collection of Introductory-Appropriate Organic Chemistry Reactions

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JOURNAL OF CHEMICAL EDUCATION 2022年第8期99卷 3049-3052页

作者： Cao, Dennis D. Macalester Coll St Paul MN 55105 USA

For most students, completing practice problems is an essential prerequisite for success in organic chemistry courses. Practice work, however, is sometimes perceived to be easier than or even not related to the types of chemistry that students see in assessments and "real-world" science. This negative view may contribute to a reduced level of engagement with course content and scientific learning practices. To combat this perception, a collection of introductory level-appropriate organic reactions bearing literature citations has been assembled and made available at ***. Portions of this collection were crowdsourced by introductory organic chemistry students through a three-part literature assignment intended for students reading the chemical literature for the first time. For students, *** is intended to provide a wealth of practice opportunities to complement conventional learning resources. For instructors, *** hosts a simple-to-complex range of reaction examples that are useful for literature-backed teaching efforts.

关键词： Second-Year Undergraduate Organic Chemistry internet/web-based learning Misconceptions/Discrepant Events Applications of Chemistry

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Assessing the Use of Kahoot! in an Undergraduate General Chemistry Classroom

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JOURNAL OF CHEMICAL EDUCATION 2022年第2期99卷 1118-1124页

作者： Youssef, Mena New York Inst Technol Dept Biol & Chem Sci Old Westbury NY 11568 USA

Formative assessment is a crucial element of teaching and learning which allows students to identify challenging course concepts and enables educators to assess the effectiveness of their teaching strategies. web-based student response systems have gained popularity for their ability to provide instant feedback to students and instructors while simultaneously promoting active learning and student engagement. Kahoot!, a competitive game-based student response system, has recently been used to assess students at various academic levels across numerous disciplines, though its effectiveness in undergraduate general chemistry classrooms remains unclear. This paper presents the use of Kahoot! during sequential semesters of General Chemistry I and II with the same group of undergraduate students. The utility of using Kahoot! as an assessment tool is evaluated by analyzing anonymous student feedback surveys. The student response to using Kahoot! is encouraging and indicates that Kahoot! may be an enjoyable, engaging, and effective assessment tool when used in undergraduate general chemistry classrooms.

关键词： First-Year Undergraduate/General Interdisciplinary/Multidisciplinary Computer-based learning internet/web-based learning Testing/Assessment Humor/Puzzles/Games Enrichment/Review Materials Student-Centered learning

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Promoting Inclusive and Culturally Responsive Teaching Using Co-classes for General Chemistry

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JOURNAL OF CHEMICAL EDUCATION 2022年第1期99卷 162-170页

作者： Ortiz-Rodriguez, Jessica C. Brinkman, Hannah Nglankong, Lea Enderle, Bryan Velazquez, Jesus M. Univ Calif Davis Dept Chem Davis CA 95616 USA Univ Calif Davis Coll Letters & Sci Davis CA 95616 USA

The shift to remote teaching induced by the COVID-19 pandemic has increased pre-existing academic disparities in the student community, augmenting the disadvantages for students who already experience opportunity gaps. This work describes the implementation of an online chemistry co-class focused on providing educational and social support to first-generation, low-income underrepresented students enrolled in a General Chemistry course at the University of California Davis. The co-class offered concurrently with the General Chemistry course aimed to address the academic disparities induced by remote learning and the loss of classroom community during isolation. Students in the co-class were prepared academically in a smaller setup than their General Chemistry course (10-20 vs 500-600 students), which facilitated their engagement and participation in academic and community-building activities. Results from Fall 2020-Spring 2021 quarters show that students who participated in the CHE 98 co-class obtained higher grades in general, where 61% of the students received a C+ or higher in the General Chemistry course, compared to only 47% for the comparison group. Students also identified having a network of support as one of the class's strengths and had an interest in taking a similar course again. Our results highlight that providing an educational environment that is inclusive, culturally responsive, and supportive could promote equity among the student community and have a positive influence on underrepresented student retention in STEM. Therefore, the strategies discussed herein could be applied to develop analogous courses in remote and in-person teaching environments.

关键词： First-Year Undergraduate/General internet/web-based learning Minorities in Chemistry Collaborative/Cooperative learning

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Students' Individual Needs Matter: A Training to Adaptively Address Students' Argumentation Skills in Organic Chemistry

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JOURNAL OF CHEMICAL EDUCATION 2022年第7期99卷 2754-2761页

作者： Lieber, Leonie Sabine Ibraj, Krenare Caspari-Gnann, Ira Graulich, Nicole Justus Liebig Univ Giessen Inst Chem Educ D-35392 Giessen Germany Tufts Univ Dept Chem Medford MA 02155 USA

In chemistry, building arguments and applying concept knowledge is closely linked to evaluating claims, supporting claims with evidence, and justifying the linkage of evidence to claim with reasoning. However, previous studies revealed that, when building arguments, students experience challenges either in differentiating between argument components, in applying concept knowledge, or in building multivariate arguments. Scaffolding may remediate these challenges by supporting students as they focus on the expected argument structure and/or activate the required concept knowledge. As students enter the classroom with different prior knowledge, supports need to be adapted to students' needs. Thus, we designed a two-part argumentation training. The first part is a diagnostic training, in which students receive training for building arguments while their performance is analyzed. The second part consists of four trainings, adapted to the area in which each student experienced the greatest challenges, e.g., (1) in differentiating between argument components, (2) in applying concept knowledge, (3) in both areas, or (4) in building multivariate arguments. The tasks in the trainings center on building arguments on alternative reaction pathways in organic chemistry and combine a multitude of chemical concepts, such as nucleophilicity, basicity, enthalpy, or entropy. There were 64 students enrolled in an Organic Chemistry II course who participated in the training. Evaluation of the two-part training revealed (a) the effectiveness of the training and (b) how students evaluated the training themselves.

关键词： Upper-Division Undergraduate Organic Chemistry Problem Solving/Decision Making internet/web-based learning Mechanisms of Reactions

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Design and Evaluation of the BeArS@home and Slugs@home Choose-Your-Own-Adventure-Style Online Laboratory Experiments

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JOURNAL OF CHEMICAL EDUCATION 2022年第6期99卷 2351-2363页

作者： Blackford, Katherine A. Calderon, Adrienne A. Gaillard, Nelson T. Zera, Alexander Droege, Daniel Pitch, Stephanie G. Binder, Caitlin M. Marsden, Peter C. Fredriksen, Laura L. Shusterman, Alexis A. Douskey, Michelle C. Baranger, Anne M. Univ Calif Berkeley Dept Chem Berkeley CA 94720 USA Univ Calif Berkeley Dept Mol & Cell Biol 229 Stanley Hall Berkeley CA 94720 USA Univ Calif Berkeley Div Comp Data Sci & Soc Berkeley CA 94720 USA Univ Calif Santa Cruz Dept Chem & Biochem Santa Cruz CA 95064 USA Univ Calif Berkeley Grad Grp Sci & Math Educ Berkeley CA 94720 USA

The COVID-19 pandemic has emphasized the importance of designing effective methods for remote teaching. At the University of California, Berkeley, and the University of California, Santa Cruz, instructors adapted to the necessity of remote laboratory instruction by creating choose-your-own-adventure-style video-based online experiments introduced to thousands of students across 11 different courses. These experiments are designed to provide students with the opportunity to make and receive feedback on experimental decisions and learn from common mistakes that they may have encountered in hands-on laboratory instruction. Students' and instructors' impressions of the online experiments and student learning outcomes in both online and traditional laboratory courses were assessed using surveys, focus groups, and interviews via a mixed-methods approach. Though most respondents (79%) did not agree that online laboratory instruction was as effective as in-person instruction, the majority agreed that the online experiments were clear and easy to follow (75%), interesting and engaging (52%), and helpful for learning about lab techniques (70%) and the concepts underlying these techniques (77%). Many also mentioned benefits of online laboratory instruction, including flexibility in scheduling and an increased focus on conceptual learning. Assessments of student learning also suggested that students who took the course online learned as much conceptually as students who had previously completed the course in-person. The results of this study highlight the positive and negative aspects of this type of interactive online laboratory instruction, which could help inform the design of future lab experiences whether they take place in an online, hybrid, or in-person environment.

关键词： First-Year Undergraduate/General Second-Year Undergraduate Laboratory Instruction Distance learning/Self-Instruction internet/web-based learning

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The Open-Response Chemistry Cognitive Assistance Tutor System: Development and Implementation

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JOURNAL OF CHEMICAL EDUCATION 2022年第2期99卷 546-552页

作者： King, Emily C. Benson, Max Raysor, Sandra Holme, Thomas A. Sewall, Jonathan Koedinger, Kenneth R. Aleven, Vincent Yaron, David J. Iowa State Univ Dept Chem Ames IA 50011 USA Carnegie Mellon Univ Human Comp Interact Inst Pittsburgh PA 15213 USA Carnegie Mellon Univ Dept Chem Pittsburgh PA 15213 USA

This report showcases a new type of online homework system that provides students with a free-form interface and dynamic feedback The ORCCA Tutor (Open-Response Chemistry Cognitive Assistance Tutor) is a production rules-based online tutoring system utilizing the Cognitive Tutoring Authoring Tools (CTAT) developed by Carnegie Mellon University. In this report, we discuss the interface design and the production rules that allow for a multitude of chemistry calculations to be solved in a wide variety of ways by students. We discuss improvements of the software, already implemented or planned for the future, based on think aloud/interviews with students.

关键词： First-Year Undergraduate/General Interdisciplinary/Multidisciplinary internet/web-based learning Calorimetry/Thermochemistry Equilibrium Stoichiometry

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Leveraging an App to Support Students with Color-Vision Deficiency and Color-Blindness in Online General Chemistry Laboratories

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JOURNAL OF CHEMICAL EDUCATION 2022年第3期99卷 1149-1154页

作者： Wright, Casey Elizabeth Purdue Univ Dept Chem W Lafayette IN 47907 USA

Assistive technologies remain important in supporting student learning in both in-person laboratories and the online laboratory environment. In this article, we describe an adaptation of a smartphone technology called the Color Blind Pal app to aid students in complementing online laboratory assignments in a general chemistry course. The app was integrated into three online laboratory experiments to help students collect data from simulated flame tests, atomic emission spectra, precipitation reactions, and colorimetric titrations. We share how incorporating the app has influenced our perspective on inclusive practices in the online lab curriculum as the app allows both users with color-vision deficiencies or color-blindness to make color observations and for instructors to simulate color-vision deficiencies when designing curricula. Given our use of the app as an assistive technology, we discuss implications for a shift toward universal design for learning (UDL) to proactively design inclusive online laboratory curricula.

关键词： General Public First-Year Undergraduate/General Curriculum Laboratory Instruction Computer-based learning internet/web-based learning Distance learning/Self Instruction Descriptive Chemistry Minorities in Chemistry

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New Software Application and Case Study That Simplify Teaching Complex Chemical Solubility and Equilibria

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JOURNAL OF CHEMICAL EDUCATION 2022年第2期99卷 526-530页

作者： Bazilio, Arianne A. Kovarik, Michelle L. Morrison, Janet F. Trinity Coll Dept Chem Hartford CT 06106 USA

Chemical solubility and equilibria are paramount for understanding everyday systems. Recent events have led to more interest by the general public in chemical equilibria that occur in drinking water systems. This presents a great opportunity to increase student interest and engagement in the more complicated aspects of chemical equilibria. Shiny Apps allow exploration of complex equilibria without requiring that students (or instructors) get buried in the minutia. The application presented here, https://***/LeadSolubilityCaseStudy/, can be used for instruction in chemistry or environmental science and only uses an internet browser such as Safari or Chrome;it is compatible with mobile browsers. Students are assigned a case study on the Flint, Michigan Water Crisis which guides them through lead sulfate, chloride, phosphate, and hydroxide equilibria, using the app to explore their intuitions about this complex chemical system.

关键词： Second-Year Undergraduate Analytical Chemistry Environmental Chemistry Interdisciplinary/Multidisciplinary Analogies/Transfer internet/web-based learning Applications of Chemistry Equilibrium Quantitative Analysis Water/Water Chemistry

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Designing Diverse Virtual Reality Laboratories as a Vehicle for Inclusion of Underrepresented Minorities in Organic Chemistry

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JOURNAL OF CHEMICAL EDUCATION 2022年第1期99卷 500-503页

作者： Gallardo-Williams, Maria T. Dunnagan, Cathi L. North Carolina State Univ Instruct Innovat Serv Distance Educ & Learning Technol Applicat DELTA Raleigh NC 27695 USA North Carolina State Univ Dept Chem Raleigh NC 27695 USA

Equal access to an instructor's time and attention can be a barrier experienced by many underrepresented minorities. An instructor's own biases will determine the nature of their interaction with students, and even well-meaning instructors can interact with students in differential ways, which might prevent certain students from having access to the material in the class. This is an insidious problem, which may or may not be recognized in peer and student evaluations, and an issue that might escape self-reflection even in educators that are committed to diversity and inclusion. This issue conflates both actual and perceived biases, introducing a complex dynamic between instructor and student. Virtual reality (VR) provides an avenue to generate materials that can be used to enhance or replace classroom instruction with a great degree of realism. Our approach at NC State University was to design VR laboratories that were as inclusive and diverse as possible. This encompassed sourcing content and tapping talent from students that represented a broad range of races, gender identities, and ethnicities. These realistic simulations offer the advantage of minimizing instructor bias (since the instructor generates the material in the absence of the students) while offering students that might struggle with the instructor in a personal setting the opportunity to experience the best that the instructor has to offer. Analysis of the data collected in a user study of VR materials created for organic chemistry laboratories offers insights into the way that students interact with VR instructors. Comments provided by underrepresented minority students point to the perceived impartiality of the instructor, ability to engage with the material independently, and remote access as some of the desirable features of the experience.

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

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