Journal of Chemical Education最新文献

Spices, Chemistry, and the Globalization of Chemical Education 香料、化学与化学教育的全球化

IF 2.9 3区教育学

Journal of Chemical Education Pub Date : 2025-10-14 DOI: 10.1021/acs.jchemed.5c01309

Thomas Holme*,

引用次数: 0

3D Object-Based Card-Sorting: A Method for Eliciting Multimodal Reasoning in Chemistry 基于三维对象的卡片分类：一种激发化学多模态推理的方法

IF 2.9 3区教育学

Journal of Chemical Education Pub Date : 2025-10-03 DOI: 10.1021/acs.jchemed.5c00638

Robin Morgenstern, , , Samuel Pazicni*, , , Sarah A. Swineheart, , and , Maia Popova,

{"title":"3D Object-Based Card-Sorting: A Method for Eliciting Multimodal Reasoning in Chemistry","authors":"Robin Morgenstern, , , Samuel Pazicni*, , , Sarah A. Swineheart, , and , Maia Popova, ","doi":"10.1021/acs.jchemed.5c00638","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00638","url":null,"abstract":"This contribution introduces 3D object-based card sorting as a novel method for eliciting and analyzing students’ multimodal reasoning in chemistry. Building on traditional card sort methodologies, this approach incorporates manipulable molecular models (either physical or virtual) to explore how students reason about spatially complex concepts, such as molecular symmetry. We describe the task design, illustrate its potential through sample student excerpts, and evaluate its methodological integrity using the Journal Article Reporting Standards for Qualitative Research in Psychology. The sorting interviews generated rich, multimodal data, including gestures, model manipulation, and verbal reasoning. While the method captures fine-grained, process-level reasoning, it also affords insights at a coarser grain size, supporting inferences about students’ conceptual and epistemological resources as they categorize. This work demonstrates how 3D object-based card sorting can make students’ reasoning more visible and analyzable, offering new opportunities for research on spatial thinking, representation use, and embodied cognition in chemistry. We conclude by outlining implications for both research and classroom applications.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 10","pages":"4243–4254"},"PeriodicalIF":2.9,"publicationDate":"2025-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.5c00638","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145277564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Designing Effective Educational Escape Games: Results from the Design-Based Research Project chemical [esc]ape 设计有效的教育逃脱游戏：来自基于设计的研究项目化学猿的结果

IF 2.9 3区教育学

Journal of Chemical Education Pub Date : 2025-10-02 DOI: 10.1021/acs.jchemed.5c00761

Valentin Leonhard Engstler*, and , Annette Marohn,

{"title":"Designing Effective Educational Escape Games: Results from the Design-Based Research Project chemical [esc]ape","authors":"Valentin Leonhard Engstler*,  and , Annette Marohn, ","doi":"10.1021/acs.jchemed.5c00761","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00761","url":null,"abstract":"Little is known about how to design an educational escape game that simultaneously exploits motivational advantages and generates a learning outcome. The research project chemical [esc]ape fills this research gap by designing and investigating an entirely digital educational escape game (EEG) to introduce the galvanic metal series to students. Throughout an iterative design process─including repeated testing with more than 130 students─specific design elements were incorporated to create an enjoyable escape room experience while facilitating a learning goal. The effectiveness of the final design was evaluated using pre-tests/post-tests and a post-game survey of 23 students aged 15 and 16. The results revealed both a significant increase in content knowledge with a high effect (p < 0.001, r = 0.792) and a high level of reported enjoyment. The results of the evaluation indicated that several characteristic design elements, e.g., the overarching goal or solving various puzzles, are crucial to the gaming experience. However, not all the design elements, such as the narrative, played an essential role in chemical [esc]ape. These findings offer insights into the design of EEGs that effectively balance motivation and learning in chemical education. (Link to the game: https://nawikonzepte.uni-muenster.de/chemicalescape).","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 10","pages":"4498–4507"},"PeriodicalIF":2.9,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145277630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Integrating Spectroscopy, Thermodynamics, and Computational Chemistry in the Undergraduate Laboratory by Studying Globin–Nitrite Interactions 整合光谱学、热力学和计算化学在本科实验室研究球蛋白-亚硝酸盐相互作用

IF 2.9 3区教育学

Journal of Chemical Education Pub Date : 2025-09-29 DOI: 10.1021/acs.jchemed.5c00686

Mary Grace I. Galinato*, , , Ashlee M. Harwood, , , Allyson Ray, , and , Emily P. Kiker,

{"title":"Integrating Spectroscopy, Thermodynamics, and Computational Chemistry in the Undergraduate Laboratory by Studying Globin–Nitrite Interactions","authors":"Mary Grace I. Galinato*, , , Ashlee M. Harwood, , , Allyson Ray, , and , Emily P. Kiker, ","doi":"10.1021/acs.jchemed.5c00686","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00686","url":null,"abstract":"A comprehensive laboratory experiment where students explore the thermodynamics of small molecule binding to myoglobin (Mb) and the spectroscopic changes associated during the event was developed for the upper-division physical chemistry laboratory. This provides students with a hands-on approach toward understanding protein–ligand interactions and binding equilibria using temperature-dependent UV–vis spectroscopy. Further, this allows them to investigate key concepts of thermodynamic variables such as entropy, enthalpy, and Gibbs free energy in a biological context, bridging theoretical knowledge with practical applications. Computational simulations on NO2– and visualization of the FeIII–NO2– interaction using known crystal structures of wild-type Mb and variant H64V Mb, as well as model [MbIII–NO2–] complexes, further solidified their understanding of the vibrational motions of nitrite, its binding mechanism to the iron center, and the influence of the protein structure in stabilizing the ligand–metal interaction. The experiment can be achieved in two 3-hour lab periods.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 10","pages":"4616–4621"},"PeriodicalIF":2.9,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145277718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Revisiting Isotope Effects in Infrared Spectra of H2O, HDO and D2O 重述H2O、HDO和D2O红外光谱中的同位素效应

IF 2.9 3区教育学

Journal of Chemical Education Pub Date : 2025-09-29 DOI: 10.1021/acs.jchemed.5c00535

Suleyman Ince, and , Sefik Suzer*,

{"title":"Revisiting Isotope Effects in Infrared Spectra of H2O, HDO and D2O","authors":"Suleyman Ince,  and , Sefik Suzer*, ","doi":"10.1021/acs.jchemed.5c00535","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00535","url":null,"abstract":"Isotope effects are widely used in infrared analyses of a range of chemical systems. Water molecules with three active modes are one of the most studied for testing the applicability of theoretical models. Whereas the IR spectrum of free gaseous water is very complex due to the accompanying rotational spectral features, the ATR-FTIR spectrum of a semidry solid LiCO4 sample reveals well-resolved 3 vibrational features of seemingly isolated molecules trapped within the solid matrix. Exposure of that sample to additional H2O vapors causes an increase in the intensity of these features, while further exposure causes them to broaden, red-shift, and intensify due to formation of H-bonding-networked water aggregates. Exposure of a different sample to D2O vapors enables the recording of new and well-resolved peaks assignable to the normal vibrational modes of HDO and D2O molecules. The position and relative intensity of these peaks can be used for testing theoretical predictions, based on coupled-oscillators model, together with the approach of force constants and geometrical factors of a bent triatomic molecule. By using the ratio of the experimentally determined positions of the antisymmetric and symmetric stretching peaks of H2O, and computing the ratio of geometric factors, one can estimate ratio of the force constants within the solid and extend it to estimate the same for D2O molecule to compare with experimental data. Extracting force constant variations is a very crucial step for tracing the chemical nature of intermolecular interactions within various systems and materials. Through repeating these simple measurements, one would not only gain a deeper understanding of several advanced concepts in IR spectroscopy and isotope effects but also learn how to simplify difficult mathematical procedures. Simple measurements outlined herein would also enable visualization of gas phase H/D exchange in real-time.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 10","pages":"4643–4647"},"PeriodicalIF":2.9,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145277719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Insights into Students’ Learning Initiative in General Chemistry Online Teaching 普通化学在线教学中学生学习主动性的研究

IF 2.9 3区教育学

Journal of Chemical Education Pub Date : 2025-09-29 DOI: 10.1021/acs.jchemed.5c00560

Wanping Chen*,

{"title":"Insights into Students’ Learning Initiative in General Chemistry Online Teaching","authors":"Wanping Chen*, ","doi":"10.1021/acs.jchemed.5c00560","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00560","url":null,"abstract":"With the advancement of educational technology, online teaching has garnered increasing attention. In China, virtually every college possesses its own online teaching platform and a multitude of online courses. Nevertheless, due to a low learning initiative of students, the quality of teaching is unsatisfactory. In this work, online teaching of General Chemistry in recorded and broadcast lessons was conducted on the Chaoxing platform. Comprehensive statistical analysis was conducted on students’ learning activity participation, including online check-in, watching instructional videos, topic discussions, classwork, and the distribution of final exam scores, to explore the underlying reasons affecting students’ learning initiative. Under the relatively ample learning freedom provided by the online learning mode, the fear of difficulties was identified as the primary reason for insufficient learning initiative. The deep-seated causes of this fear of difficulties in learning lie in the lack of learning interest and loss of sense of responsibility. Based on advancements in educational technology and the existence of such underlying causes, this work ultimately provides directions for future teaching practices and expresses anticipation for the roles of teachers and schools in the future.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 10","pages":"4435–4440"},"PeriodicalIF":2.9,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145277735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Making Participation Accessible to All: Evaluating the Redesign of a General Chemistry Lab Course from a Blind Student’s Perspective 让所有人都能参与：从盲人学生的角度评估普通化学实验课程的重新设计

IF 2.9 3区教育学

Journal of Chemical Education Pub Date : 2025-09-28 DOI: 10.1021/acs.jchemed.5c00178

S. Lenzer*, , , A. M. Schneider, , and , A. Nehring,

{"title":"Making Participation Accessible to All: Evaluating the Redesign of a General Chemistry Lab Course from a Blind Student’s Perspective","authors":"S. Lenzer*, , , A. M. Schneider, , and , A. Nehring, ","doi":"10.1021/acs.jchemed.5c00178","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00178","url":null,"abstract":"Lab courses teaching basic experimental skills are an integral part of most chemistry programs around the world. Given an increasing sensitivity toward diversity, minimizing barriers and enabling participation of all students in lab courses is a central goal of educational efforts. So far, however, few manageable approaches exist that support lecturers in planning, implementing, and evaluating lab courses that enable all students to actively participate. This article presents an approach to redesigning introductory lab experiments enabling more participation in the lab. Based on the NinU framework, a framework developed from a German network for inclusive science education (ger.: Netzwerk inklusiver naturwissenschaftlicher Unterricht (NinU)), we illustrate how we adapted experiments to allow blind students to actively participate in an undergraduate lab course. We also present results from a qualitative case study in which the student was interviewed about the success of our redesign. These results reveal that the modifications based on the NinU framework not only largely increased participation but also had unintended effects, such as technical, organizational, physical, and occupational safety issues. We discuss these findings as being of particular value to educators and researchers seeking to increase participation in the laboratory and encourage further research involving all stakeholders.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 10","pages":"4357–4367"},"PeriodicalIF":2.9,"publicationDate":"2025-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145277773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Building Solar Cells from Scratch: A Multiweek, Hands-On Approach to Photovoltaic Education through Dye-Sensitized Solar Cells 从零开始建造太阳能电池：通过染料敏化太阳能电池进行光伏教育的多周实践方法

IF 2.9 3区教育学

Journal of Chemical Education Pub Date : 2025-09-27 DOI: 10.1021/acs.jchemed.5c00816

Varuna S. Watwe, , , Sunil D. Kulkarni, , and , Preeti S. Kulkarni*,

{"title":"Building Solar Cells from Scratch: A Multiweek, Hands-On Approach to Photovoltaic Education through Dye-Sensitized Solar Cells","authors":"Varuna S. Watwe, , , Sunil D. Kulkarni, , and , Preeti S. Kulkarni*, ","doi":"10.1021/acs.jchemed.5c00816","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00816","url":null,"abstract":"This multiweek experiment aimed to provide postgraduate chemistry students with hands-on experience in fabricating and understanding the working of dye-sensitized solar cells (DSSCs). Instead of being provided with built-in kits or commercial materials, students were taught to synthesize all the components required to fabricate a fully functional DSSC. Students learned the preparation of conductive glass through demonstration, actually prepared TiO2 nanoparticles, iodide/triiodide electrolyte, and anthocyanin dye by extraction from red cabbage for sensitization. This activity series not only helped improve their technical skills, but also helped them understand how individual materials come together to form a working solar cell. The primary focus of this activity series was on minimal-resource practices, by synthesizing all materials in-house using low-cost methods with easily available materials. In the final experimental session, students evaluated the electrical output of their own DSSCs, both individually and in combined series/parallel configurations, and reflected on the differences between theoretical and experimental results. By the end of this multiweek activity, students developed a stronger connection between what was learned in theory and real-world energy applications.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 10","pages":"4622–4630"},"PeriodicalIF":2.9,"publicationDate":"2025-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145277772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From Childhood to Classroom: Teaching the Periodic Table of Elements through Collectible Sticker Cards 从童年到课堂：通过可收集的贴纸卡片教授元素周期表

IF 2.9 3区教育学

Journal of Chemical Education Pub Date : 2025-09-26 DOI: 10.1021/acs.jchemed.5c00069

Sergio Fuentes Anton*,

{"title":"From Childhood to Classroom: Teaching the Periodic Table of Elements through Collectible Sticker Cards","authors":"Sergio Fuentes Anton*, ","doi":"10.1021/acs.jchemed.5c00069","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00069","url":null,"abstract":"Sticker cards are widely recognized as popular memorabilia and appealing to both children and adults. Their potential as an educational tool remains largely untapped despite their versatility in teaching a wide range of concepts and topics while simultaneously serving as an engaging and active learning methodology. This study details the creation of a collection of 130 stickers depicting chemical elements of the periodic table and explores their use as an innovative resource in science education. The product was tested with 64 third-year university students as well as 20 high school students. Participants were divided into two main groups: 4 university subgroups of 16 students each and 4 high school subgroups of 5 students each. Each subgroup was provided with an album and given 5 weeks to complete it under different sets of instructions. In the university context, the activity emphasized collaboration and teamwork while reinforcing the periodic table of studies in the previous academic year. For the high school students, the cards served as a pedagogical tool to enhance motivation and encourage task completion, both in class and as homework. After the five-week period, all four university subgroups successfully completed their albums within the allotted time. Among the high school participants, three of four subgroups achieved satisfactory results. One of these subgroups completed the album a week early, while two others came close to finishing their albums. The results demonstrate a high level of engagement among participants, who were motivated to earn cards through various activities. This suggests that collectible sticker cards represent a promising educational resource for prospective educators, offering an innovative and effective methodology to enhance learning outcomes.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 10","pages":"4349–4356"},"PeriodicalIF":2.9,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.5c00069","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145277669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Codesigning Learning for the Future: Participatory Development of a Student Laboratory to Promote Transversal Skills 共同设计未来的学习：学生实验室的参与式发展，以促进横向技能

IF 2.9 3区教育学

Journal of Chemical Education Pub Date : 2025-09-26 DOI: 10.1021/acs.jchemed.5c00748

Jannis Memmen*, and , Silvija Markic,

{"title":"Codesigning Learning for the Future: Participatory Development of a Student Laboratory to Promote Transversal Skills","authors":"Jannis Memmen*,  and , Silvija Markic, ","doi":"10.1021/acs.jchemed.5c00748","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00748","url":null,"abstract":"Transversal skills like communication, collaboration, critical thinking, and decision-making are essential for students’ academic, personal, and professional development. Despite their relevance, these skills are insufficiently addressed in everyday school teaching. The present study explores how non-formal student laboratories can support the development of transversal skills through student-centered teaching methods. Using Participatory Action Research, a learning environment on food chemistry is developed and implemented in two iterative cycles with 369 students from upper secondary schools in Munich. A questionnaire including the categories situational interest, teamwork, active participation, inquiry-based learning, and decision-making is used to investigate the fostering of various transversal skills. The first cycle shows the strong potential of this learning environment in fostering skills such as teamwork and communication, but also identifies areas for improvement, particularly in inquiry-based learning and decision-making. Through revisions based on student feedback, the second cycle features improved materials and contextualization, a structured decision-making framework, and enhanced support offers. Collected data over two iterative cycles shows measurable improvements across all categories. The results show the potential of a well-structured learning environment with relevant contexts and differentiated scaffolding to foster students’ transversal skills in a non-formal setting. Furthermore, the results suggest that student laboratories can act as a complement to formal science education and to support students in developing skills necessary for responsible citizenship and lifelong learning.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 10","pages":"4278–4288"},"PeriodicalIF":2.9,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145277667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0