检索结果-内蒙古大学图书馆

Exploring the AI-Human Interface for Personalized Learning in a Chemical Context

JOURNAL OF CHEMICAL EDUCATION 2024年第11期101卷 4916-4923页

作者： Clark, Ted M. Tafini, Nicolas Ohio State Univ Dept Chem & Biochem Columbus OH 43210 USA

This study investigates how students use ChatGPT to enhance their understanding of atomic symbolism, specifically the number of protons, neutrons, and electrons in an isotope. Semistructured interviews were conducted with 8 students as they independently used ChatGPT to answer questions before starting a General Chemistry course. None of the students had prior training in chatbot prompt engineering, nor had they previously used a chatbot for learning chemistry. The chatbot output was analyzed for accuracy and instructional relevance. A key difficulty for students before using the chatbot was understanding the mass number of the isotope. This study highlights the challenges posed by limited prompt engineering skills, which could lead to outputs with poor relevance. The importance of students' prior knowledge and their reading skills were also crucial factors in effectively utilizing the chatbot responses. This work is novel in its focus on the AI-human interaction, emphasizing the importance of prompt engineering and the broader evaluation of how students use chatbots when integrating AI tools into their learning process.

关键词： General Public High-School-Introductory Chemistry First-Year Undergraduate/General Internet/Web-BasedLearning problem-solving/decision making

来源：评论

学校读者我要写书评

暂无评论

A Case Study of the East Palestine, Ohio Train Derailment Disaster for Upper-Level Undergraduate Analytical Chemistry Courses

引用

JOURNAL OF CHEMICAL EDUCATION 2024年第12期101卷 5297-5305页

作者： Dickson-Karn, Nicole M. Ohio State Univ Columbus OH 43210 USA

The East Palestine, Ohio train disaster of February 2023 resulted from the derailment of dozens of train cars which leaked toxic chemicals, caught fire, and threatened the area with an explosion as a result of the possibility of polymerization of vinyl chloride. To mitigate the possibility of explosion, vinyl chloride was vented and burned from five train cars, resulting in a cloud of black smoke that could be seen and smelled for miles. An interrupted case study assignment based on the initial environmental and health concerns and data collected from air, water, and soil in the days following the disaster has been designed and implemented in an instrumental analysis laboratory course. While case studies are used frequently in business, medicine, and law, fewer case studies are found in the literature in the field of chemistry. Student work and survey data have been collected and analyzed, and findings suggest that this case study is effective at developing students' problem-solving and critical thinking skills as well as fostering their ability to communicate scientific findings to nonscientists. Topics such as sampling, limit of detection, and instrumental methods are emphasized in the assignment. Student feedback suggests that the assignment allows students to better understand how analytical chemistry can be used in the real world, and students are highly responsive to the use of a real-world example for understanding analytical chemistry.

关键词： Upper-division undergraduate analyticalchemistry laboratory instruction collaborative/cooperativelearning communication/writing inquiry based/discoverylearning problem-solving/decision making applicationsof chemistry laboratory computing/interfacing environmental chemistry

来源：评论

学校读者我要写书评

暂无评论

Comment on "Comparing the Performance of College Chemistry Students with ChatGPT for Calculations Involving Acids and Bases"

引用

JOURNAL OF CHEMICAL EDUCATION 2024年第5期101卷 1782-1784页

作者： Schrier, Joshua Fordham Univ Dept Chem & Biochem Bronx NY 10458 USA

In a recent paper in this Journal (), Clark et al. evaluated the performance of the GPT-3.5 large language model (LLM) on ten undergraduate pH calculation problems. They reported that GPT-3.5 gave especially poor results for salt and titration problems, returning the correct results only 10% and 0% of the time, respectively, and that, despite a correct application of heuristics, the LLM made mathematical errors and used flawed strategies. However, these problems are partially mitigated using the more advanced GPT-4 model and entirely corrected using simple prompting and calculator tool use patterns demonstrated herein.

关键词： General Public High-School/Introductory Chemistry First-Year Undergraduate/General Second-Year Undergraduate Internet/Web-Based Learning Misconceptions problem-solving/decision making Testing/Assessment Acids/Bases pH Generative AI LargeLanguage Models ChatGPT GPT-4

来源：评论

学校读者我要写书评

暂无评论

Comparing the Performance of College Chemistry Students with ChatGPT for Calculations Involving Acids and Bases

引用

JOURNAL OF CHEMICAL EDUCATION 2023年第10期100卷 3934-3944页

作者： Clark, Ted M. Anderson, Ellie Dickson-Karn, Nicole M. Soltanirad, Comelia Tafini, Nicolas Ohio State Univ Dept Chem & Biochem Columbus OH 43210 USA

Student performance on open-response calculations involving acid and base solutions before and after instruction in general chemistry and analytical chemistry courses was compared with the output from the artificial intelligence chatbot ChatGPT. Applying a theoretical model of expertise for problem solving that includes problem conceptualization, problem strategy, and solution, it is found that students errors following instruction primarily involved problem conceptualization and the misapplication of heuristics like the Henderson-Hasselbalch equation When the same problems were used as input to ChatGPT the responses were comparable to worked examples found in general chemistry textbooks in terms of length and detail and usually displayed strong problem conceptualization. Response accuracy of the chatbot varied greatly for different topics, being best for calculations of pH for a strong acid or strong base and much lower for more complex problems involving titrations or aqueous salts. Chatbot and student errors differed in that the chatbot did not misapply heuristics but did make mathematical errors uncommon for students. The variability in the correctness of ChatGPT's responses and the nature of its errors vis-a`-vis students will influence its potential use as an instructional resource for calculations involving acids and bases.

关键词： General Public High-School/Introductory Chemistry First-Year Undergraduate/General Second-year Undergraduate Internet/Web-Based Learning Misconceptions problem-solving/decision making Testing/Assessment Acids/Bases pH

来源：评论

学校读者我要写书评

暂无评论

Mentorship Using DEIR Principles: A Case in Developing Chemistry-Related Student Research

引用

JOURNAL OF CHEMICAL EDUCATION 2022年第1期99卷 219-226页

作者： Rukmini, Elisabeth Emenike, Mary E. Angelina, Hanna Rutgers State Univ Dept Chem & Chem Biol Piscataway NJ 08854 USA Univ Sanata Dharma Sleman 55282 Diy Indonesia Univ Pembangunan Jaya Dept Civil Engn Tangerang Selatan 15413 Indonesia Univ Pembangunan Jaya Ctr Urban Studies Tangerang Selatan 15413 Indonesia

Comprehensive community development programs in a university provide the opportunity to bring awareness to diversity, inclusion, and equity in students' research projects. Unfortunately, the Indonesian higher education system is not yet fully inclusive of all of these issues. Students competed in a Student Creativity Program (PKM) project with faculty mentorship. Mentoring activities took place online through Microsoft Teams. At the end of the PKM and mentoring activities, students wrote personal reflections related to the project and mentoring process. We found that students' reflections centered on issues of diversity, inclusivity, and empowerment. The inclusivity component influenced students to develop a proposal related to clean water access to address a problem faced by people in a low-cost municipal area maintained by the local government. The mentorship ultimately produced meaningful learning through science-based research, while distance learning platforms contributed to student empowerment.

关键词： General Public Interdisciplinary/Multidisciplinary Communication/Writing Inquiry-Based/Discovery Learning problem-solving/decision making Water/Water Chemistry Inclusive Teaching Broadening Participation Cultural Relevance

来源：评论

学校读者我要写书评

暂无评论

Fire Hazards of Flammable Liquids-What Undergraduates Need to Know

引用

JOURNAL OF CHEMICAL EDUCATION 2021年第1期98卷 45-49页

作者： Hill, Robert H., Jr. Safety Consultant Stone Mt GA 30087 USA

Numerous fires during demonstrations in secondary schools, museums, and science centers have occurred while using flammable liquids. This calls to light the need to educate undergraduate students and educators in the safe handling and use of these flammable chemicals. Understanding the benefits and risks of flammable liquids should be an essential part of this education. Students need to learn and be able to apply the four principles of safety, represented by the acronym RAMP: recognize hazards, assess risks of hazards, minimize risks of hazards, and prepare for emergencies. Students need to know about the chemistry of fire: the fire triangle, how fires start, and that vapors of flammable liquids are easily ignited. They should learn that fires are chemical reactions releasing large amounts of energy in a chain reaction that perpetuates fire. Students should understand hazard rating systems, understand methods to minimize the risks of flammable liquids, and be prepared to respond to fire emergencies.

关键词： First-Year Undergraduates/General Second-Year Undergraduates Upper-Division Undergraduates Curriculum Demonstrations Laboratory Instruction Safety/Hazards problem-solving/decision making Alcohols Applications of Chemistry Professional Development

来源：评论

学校读者我要写书评

暂无评论

Building Strong Cultures with Chemical Safety Education

引用

JOURNAL OF CHEMICAL EDUCATION 2021年第1期98卷 113-117页

作者： Hill, Robert H., Jr. Retired Stone Mountain Georgia 30087 United States

Developing strong safety cultures in academic institutions requires that students at all levels be educated by faculty in chemical safety. Yet chemical safety education is missing from the chemistry curriculum. This article considers a report of numerous injuries from incidents from using flammable chemicals in demonstrations as evidence that chemical safety education is needed in the academic curriculum. It offers reasons why chemical safety education should become an integral part of the chemistry curriculum. It offers elements of a chemical safety education with references to materials that can be helpful in accomplishing this process. This article notes that it is important to reach students early in the first and second years of chemistry since many will go on to other vocations for which an understanding of chemical safety is needed. It concludes that a strong safety culture in an academic institution can be accomplished when chemical safety education is included in the curriculum.

关键词： First-Year Undergraduates Second-Year Undergraduates Upper-Division Undergraduates Curriculum Safety/Hazards problem-solving/decision making Applications of Chemistry Professional Development

来源：评论

学校读者我要写书评

暂无评论

ChEMIST Table: A Tool for Designing or Modifying Instruction for a Systems Thinking Approach in Chemistry Education

引用

JOURNAL OF CHEMICAL EDUCATION 2020年第8期97卷 2114-2129页

作者： York, Sarah Orgill, MaryKay Univ Nevada Dept Chem & Biochem Las Vegas NV 89154 USA

Recently, there have been calls to integrate systems thinking approaches into chemistry education in order to strengthen students' conceptual understanding, build their problem-solving capabilities, and prepare them to make informed, ethical decisions about globally relevant issues, such as sustainability. Unfortunately, implementation of systems thinking approaches in chemistry classrooms currently poses challenges. Exemplar systems thinking materials with a STEM focus are limited, particularly at the tertiary level. Moreover, the science education community has yet to agree upon a systems thinking definition or develop a comprehensive list of systems thinking skills that students should develop. Thus, a current priority for the advancement of systems thinking in chemistry education is the development of resources for instructors and students alike. In the current project, we constructed a tool that provides an operational definition for systems thinking in chemistry education and serves as guide for the design, analysis, and optimization of systems thinking activities. The Characteristics Essential for designing or Modifying Instruction for a Systems Thinking approach (ChEMIST) table identifies five essential characteristics of a systems thinking approach, along with corresponding systems thinking skills through which students can demonstrate their engagement in each essential characteristic. Here, we describe the inspiration and development of the tool. We also provide examples of how the tool might be used to support chemistry teaching and learning from a systems thinking approach. Finally, we present some initial ideas about the relationship between systems thinking and other approaches to chemistry education reform.

关键词： First-Year Undergraduate/General Second-Year Undergraduate Upper-Division Undergraduate History/Philosophy problem-solving/decision making Learning Theories Student-Centered Learning

来源：评论

学校读者我要写书评

暂无评论

Exploring the Information Literacy Needs and Values of High School Chemistry Teachers

引用

JOURNAL OF CHEMICAL EDUCATION 2016年第3期93卷 406-412页

作者： Zane, Marci Tucci, Valerie Karvey Coll New Jersey Lib 2000 Pennington Rd Ewing NJ 08628 USA

To meet the information literacy (IL) needs of chemistry students, The College of New Jerseys (TCNJ) Library and Chemistry Departments have created a three-year seminar with a strong IL component. The program focuses on IL skills necessary for success in industry and graduate or professional education, but may lack features specific to those students becoming secondary school educators. In order to determine whether there is a need for additions to the program, TCNJ librarians inquired about information literacy with current secondary education chemistry teachers in the United States. Through a survey, the researchers investigated the participants perceived value of IL, the skills emphasized in high school chemistry curricula, potential difficulties in embedding IL skills, and the types of resources available to high school chemistry teachers and students. Fifty-five percent of survey participants reported that there is a moderate to high priority for IL in their chemistry curriculum. Ninety-two percent responded that students search the Internet for chemistry information. The researchers also reviewed literature about IL standards, curriculum standards in secondary education science, the importance of critical thinking skills, and the IL skills of K12 students and teachers. The results of the survey and the review of the literature show that there is an opportunity to equip our secondary education chemistry majors with an IL pedagogy so that they can, in turn, effectively instill in their future high school students the values and habits exhibited by critical consumers of scientific information.

关键词： High School/Introductory Chemistry Chemical Education Research Curriculum Inquiry-Based/Discovery Learning Internet/Web-based Learning problem-solving/decision making Learning Theories Professional Development Standards National/State

来源：评论

学校读者我要写书评

暂无评论

Distributed Drug Discovery: Advancing Chemical Education through Contextualized Combinatorial Solid-Phase Organic Laboratories

引用

JOURNAL OF CHEMICAL EDUCATION 2015年第5期92卷 819-826页

作者： Scott, William L. Denton, Ryan E. Marrs, Kathleen A. Durran, Jacob D. Samaritoni, J. Geno Abraham, Milata M. Brown, Stephen P. Carnahan, Jon M. Fischer, Lindsey G. Glos, Courtney E. Sempsrott, Peter J. O'Donnell, Martin J. Indiana Univ Purdue Univ Dept Chem & Chem Biol Indianapolis IN 46202 USA Indiana Univ Purdue Univ Dept Biol Indianapolis IN 46202 USA Univ Calif San Diego Dept Chem & Biochem San Diego CA 92093 USA

The Distributed Drug Discovery (D3) program trains students in three drug discovery disciplines (synthesis, computational analysis, and biological screening) while addressing the important challenge of discovering drug leads for neglected diseases. This article focuses on implementation of the synthesis component in the second-semester undergraduate organic laboratory. The educational program Was started at IUPUI in 2003 and has been carried out over 23 semesters with 65 lab sections by >1200 students. Since the chemistry component is most advanced, it serves as a model for the computational and biological modules in development. Synthetic procedures are based on well-documented, reproducible solid-phase combinatorial chemistry. They are carried out in a 2 x 3 combinatorial grid (Bill-Board) to create a control molecule and five new products (50 mu mol scale, similar to 10-20 mg product, typically high LC/MS purity). The first of these synthetic procedures (D3 Lab 1) utilizes a protected and activated derivative of glycine that is converted in a five-step synthetic sequence (alkylation, hydrolysis, neutralization, acylation, and cleavage from the resin) to N-acylated unnatural amino acids containing two variable diversity elements: a new alpha-side. chain and an N-acyl group. Based on these combinatorial procedures, large virtual libraries/catalogs of student-accessible molecules can be created and computationally analyzed. Selected molecules are then synthesized and screened by D3 students. Active classroom learning experiences and recorded lectures or demonstrations are used to teach fundamental knowledge and skills in synthesis while enabling students to pursue, with no predetermined outcome, multidisciplinary, distributed, research-based experiments toward drug-lead discovery.

关键词： Second-Year Undergraduate Laboratory Instruction Organic Chemistry Hands-On Learning/Manipulatives problem-solving/decision making Synthesis Amino Acids Combinatorial Chemistry Bioorganic Chemistry Drugs/Pharmaceuticals

来源：评论

学校读者我要写书评

暂无评论

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案：

请选择收藏分类：

通借通还

建议与咨询 留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案： 新增检索档案 确定 取消

请选择收藏分类： 新增自定义分类 确定 取消

通借通还

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

请选择保存的检索档案：

请选择收藏分类：