Journal of Chemical Education最新文献

{"title":"Generative AI in Chemistry Education: Current Progress, Pedagogical Values, and the Challenge of Rapid Evolution","authors":"Elizabeth Yuriev*, MaryKay Orgill and Thomas Holme, ","doi":"10.1021/acs.jchemed.5c01105","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c01105","url":null,"abstract":"","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"3773–3776"},"PeriodicalIF":2.9,"publicationDate":"2025-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009641","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}

{"title":"Harnessing GenAI for Higher Education: A Study of a Retrieval Augmented Generation Chatbot’s Impact on Learning","authors":"Maung Thway,&nbsp;Jose Recatala-Gomez,&nbsp;Fun Siong Lim,&nbsp;Kedar Hippalgaonkar and Leonard W. T. Ng*,&nbsp;","doi":"10.1021/acs.jchemed.5c00113","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00113","url":null,"abstract":"<p >Generative artificial intelligence (GenAI) and large language models (LLMs) have simultaneously opened new avenues for enhancing human learning and increased the prevalence of poor-quality information in student responses. This study introduces Professor Leodar, a custom-built, Singlish-speaking Retrieval Augmented Generation (RAG) chatbot designed to enhance materials science education by teaching computational data science skills that are essential for modern chemical research. Professor Leodar supports students in developing proficiency with statistical analysis of chemical data sets, correlation studies of materials engineering properties, and machine learning approaches to materials optimization, competencies increasingly required in contemporary chemistry practice. Deployed at Nanyang Technological University, Singapore, Professor Leodar offers personalized guidance, 24/7 availability, and contextually relevant information for materials science students transitioning from qualitative to quantitative analytical approaches. Through a mixed-methods approach, we examine the impact of Professor Leodar on learning, engagement, and exam preparedness, with 97.1% of participants reporting positive experiences. These findings help define possible roles of AI in materials science education and highlight the potential of custom GenAI chatbots for developing computational literacy in chemical sciences. Our combination of chatbot development, in-class deployment, and outcomes study offers a benchmark for GenAI educational tools addressing the field’s call for data science integration in undergraduate chemistry curricula.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"3849–3857"},"PeriodicalIF":2.9,"publicationDate":"2025-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009804","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}

{"title":"Clathrate Hydrate-Based Carbon Capture: A Laboratory Experiment","authors":"Keita Yasuda*,&nbsp; and ,&nbsp;Mion Orita,&nbsp;","doi":"10.1021/acs.jchemed.5c00629","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00629","url":null,"abstract":"<p >Clathrate hydrate-based carbon dioxide separation technology was applied to a laboratory experiment using a mixed gas of carbon dioxide and nitrogen. From October 2022 to August 2024, this experiment was offered to 16 groups comprising 109 second- and third-year undergraduate students. The experiment was also conducted in a high school lecture involving a total of 16 participants. To ensure safety, a glass pressure vessel enclosed in a polycarbonate casing was used at a maximum pressure of 1.5 MPa. Under low temperatures and high pressures, carbon dioxide and nitrogen reacted with a tetra-<i>n</i>-butylammonium aqueous solution to form clathrate hydrates, which preferentially incorporate carbon dioxide. By measuring the gas composition before and after hydrate formation, it was confirmed that carbon dioxide was consumed, thereby lowering its fraction. Based on the measured temperature, pressure, and gas-phase composition data, students tackled exercise problems requiring them to calculate the composition within the clathrate hydrates by applying the equation of state to the gas phase before and after clathrate hydrate formation. Assessment was based on written reports. An analysis employing The Revised Taxonomy verified that the experiment covered a broad spectrum of both Knowledge and Cognitive Process domains. Consequently, many students reached the learning objectives, resulting in a 93% pass rate with an average passing score of 86 out of 100.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"4102–4108"},"PeriodicalIF":2.9,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009692","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}

{"title":"Interdisciplinary Dialogue and Project-Based Learning: Chemistry and Design Students Collaborate on Scientific Exhibition","authors":"Jonathan Piard*,&nbsp;Lou Barreau and Matthieu Lambert,&nbsp;","doi":"10.1021/acs.jchemed.5c00442","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00442","url":null,"abstract":"<p >Interdisciplinary collaborations are essential for addressing global challenges. In the field of education, interdisciplinary approaches facilitate the application of knowledge from various academic disciplines, while innovative dissemination methods, such as scientific illustration, facilitate the communication of complex topics to the general public. This work presents a project-based interdisciplinary teaching initiative. It describes the collaboration between five undergraduate students in chemistry (L3) and 12 master’s students (M2) in scientific illustration design, resulting in the creation of a scientific exhibition for the general public about luminescence processes. The project was supervised by a team of two chemistry instructors and a design educator. The exhibition, entitled “Luminescience”, comprises nine sections and employs a variety of media, including posters, videos, dioramas, interactive multimedia, and digital prints. This initiative is discussed from the perspective of chemical education as an original example of training higher education students to interdisciplinary competencies through a project-based approach. The interdisciplinary competencies and motivation were evaluated using a previously reported survey and the MUSIC (eMpowerment, Usefulness, Success, Interest, and Caring) model of motivation inventory, respectively. The project resulted in exceptionally high motivation scores, ranging from 4.29 (Usefulness) to 4.88 (Caring) on a 6-point scale, alongside significant gains in interdisciplinary competencies─specifically in group collaboration and appreciation of interdisciplinary dialogue─among students from both chemistry and design disciplines, with scores ranging from 3.94 to 5.00 on the same scale. These encouraging results demonstrate the efficacy of collaborative endeavors between students of chemistry and design, thereby paving the way for further forms of collaboration and alternative project outcomes.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"3945–3954"},"PeriodicalIF":2.9,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009629","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}

{"title":"A Novel Drug–Protein Interaction Display Platform (DIDP) for Undergraduate Medicinal Chemistry Education","authors":"Ming Liu,&nbsp;Jie Yang,&nbsp;Yi Yuan,&nbsp;Jiaxiong Kang,&nbsp;Mouxin Huang,&nbsp;Rong Zeng,&nbsp;Yi Wang*,&nbsp;Jing Gu* and Qin Ouyang*,&nbsp;","doi":"10.1021/acs.jchemed.5c00499","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00499","url":null,"abstract":"<p >Medicinal chemistry is a core course for undergraduate students who major in pharmacy, where complex drug structures and abstruse concepts often pose significant challenges for students. As an important supplement to classroom teaching, online teaching resources have demonstrated the ability to enhance students’ interest in learning and improve learning efficiency. Herein, we present a self-built online teaching platform focusing on the structures, properties, pharmacological actions and interactions with protein targets of key drugs. This platform provides intuitive, convenient, and systematic online learning resources that facilitate deeper understanding of the drug action mechanisms for students. Based on user feedback, students expressed high satisfaction with the platform and showed a strong desire for its continuous improvement.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"4139–4146"},"PeriodicalIF":2.9,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009694","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}

{"title":"A Review of Teaching Experimental Design in Chemistry","authors":"Saule Zhunissova*,&nbsp;Leilya Zhussupova,&nbsp;Gulmira Abyzbekova and Gulzhan Balykbayeva,&nbsp;","doi":"10.1021/acs.jchemed.5c00529","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00529","url":null,"abstract":"<p >This systematic literature review examines how experimental design is taught in chemistry education by using the PRISMA 2020 methodology. The review aims to identify research trends, analyze pedagogical approaches, and examine the pedagogical strategies and methods employed in this process, particularly concerning the preparation of future chemistry teachers. A search using the phrase “Teaching Design in Chemistry” was conducted in the Scopus database for the period from 2015 to 2024. After the inclusion and exclusion criteria were applied, 22 articles were selected for analysis. A combination of a priori and inductive coding identified key characteristics of the publications as well as educational levels, disciplines, and pedagogical strategies employed for teaching experimental design. The analysis revealed an increase in the number of publications after 2021, predominantly in North America and Europe, with a focus on university-level general and analytical chemistry courses. The main teaching strategies identified include inquiry-based learning, problem-based learning, project-based learning, and digital technologies. The review also identified several gaps, including the limited integration of experimental design instruction in both teacher education and school chemistry curricula and the dominance of short-term initiatives that hinder systematic implementation. Limitations of this review include the use of a single database (Scopus) and the restriction to publications in English and Russian. The findings emphasize the need for long-term specialized courses on experimental design that incorporate practical assignments and research projects as well as further research to create effective pedagogical strategies and enhance teacher professional development.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"3817–3827"},"PeriodicalIF":2.9,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009839","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}

{"title":"Examining the Academic Buoyancy and Learning Motivation among First-Year Undergraduates in Chemistry-Related Majors: Chain Mediating Role of Perceived Parenting Style and Life Satisfaction","authors":"Jiayi Jiao,&nbsp;Haiqing Zhang,&nbsp;Xiaoyan Wang*,&nbsp;Xinglong Jin* and Song Xue,&nbsp;","doi":"10.1021/acs.jchemed.5c00623","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00623","url":null,"abstract":"<p >Academic buoyancy is the ability to successfully cope with academic setbacks and pressures. With the increasing academic pressure on university students, understanding how they maintain learning motivation has become a central concern in educational research. This study investigated the academic buoyancy and learning motivation among first-year undergraduates in chemistry-related majors, with perceived parenting style and life satisfaction serving as mediating variables. The results revealed that perceived parenting style and life satisfaction played a sequential mediating role in the relationship between academic buoyancy and learning motivation. This chain mediation model was supported in both intrinsic and extrinsic motivation models, while in the amotivation model, only the direct effect of academic buoyancy on amotivation was validated.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"3993–4004"},"PeriodicalIF":2.9,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009662","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}

{"title":"Demonstration of the Indium Oxide Conversion to Indium Metal","authors":"Evgeniy A. Suslov*,&nbsp;","doi":"10.1021/acs.jchemed.4c01223","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01223","url":null,"abstract":"<p >To demonstrate the chemical reactions in colorless solutions, the transition of solid indium oxide into metallic indium through the solution phase was chosen. A demonstration describes using In₂O₃ as the starting material and an acid solution as the dissolving medium. In addition, the reaction of metal deposition by cementation is shown. This demonstration helps develop chemical thinking in students and engages schoolchildren and first-year college students in chemistry. The resulting indium can be used in other experiments. In addition, we obtained clean, marketable metals in this demonstration.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"4188–4191"},"PeriodicalIF":2.9,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009788","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}

{"title":"The Application and Practice of SPA Big Ideas Teaching in University Organic Chemistry: Cultivating Systems Thinking and Enhancing Chemistry Core Competencies","authors":"Yingying Weng,&nbsp;Ruiyuan Xu,&nbsp;Hao Gui,&nbsp;Jun Xu and Wanmei Li*,&nbsp;","doi":"10.1021/acs.jchemed.5c00119","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00119","url":null,"abstract":"<p >This study introduces an innovative “SPA” (Structure–Property–Application) Big Ideas teaching approach in university organic chemistry, aimed at enhancing students’ systems thinking (ST) and chemical core competencies. The structured method, consisting of five phases─Scientific Research, Problem Solving, Interdisciplinary Connections, Application, and Assessment and Reflection─has led to significant improvements in students’ chemical core competencies and ST skills. Quantitatively, students showed substantial gains in chemical core competencies such as Macroscopic Identification and Microscopic Analysis, Evidence-Based Reasoning and Modeling, Changes and Equilibrium, Scientific Inquiry and Innovation, and Scientific Attitudes and Social Responsibility, as suggested by <i>t</i> tests. In terms of systems thinking, postimplementation assessments revealed a shift toward higher proficiency levels. Notably, the proportion of students scoring in the intermediate range (8–9.99) increased from 30% to 50%, and those in the advanced range (10–12) rose from 10% to 23%. These results suggest that the SPA framework may have a positive influence on advancing students’ ST skills. The SPA Big Ideas teaching approach may hold potential for enhancing students’ core competencies and ST skills. However, the findings should be interpreted with caution due to the absence of a control group. Future research should aim to address this limitation to provide more conclusive evidence of the approach’s effectiveness.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"3858–3870"},"PeriodicalIF":2.9,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009723","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}

{"title":"Knowing from Glowing: Evidence from Fluorescence Laboratories on the Impact of Visualization on Meaningful Learning","authors":"Mustafa Demirbuga,&nbsp; and ,&nbsp;Donald. J. Wink*,&nbsp;","doi":"10.1021/acs.jchemed.5c00574","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00574","url":null,"abstract":"<p >Fluorescence experiments hold great potential to develop and deepen student understanding of fundamental chemical concepts because the phenomenon is engaging and also illustrates many different chemical concepts and applications, including in quantum mechanics, spectroscopy, kinetics, equilibrium, and stoichiometry, through easily observable effects. Thus, many fluorescence experiments have been published for higher education. However, less attention has been given to analyzing students’ actual learning and experiences in systematic ways. In this paper, we share findings from interviews with students who completed three different fluorescence laboratory experiments in general chemistry courses at an urban public commuter university, analyzed through the lens of meaningful learning. Interview data for the affective learning dimension of meaningful learning was done with Galloway et al.’s 18-word affective matrix with addition of a new category that emerged strongly in the interviews: “enjoyed”. Interview transcripts were also analyzed for elements corresponding to the psychomotor and cognitive domains of meaningful learning. Results documented how important the affective and psychomotor domains were to students’ experiences in this setting. In addition to the three domains of meaningful learning, we also documented the particular role of the process of “visualization” to the students and examined how students connected their observations to molecular-level processes and corresponding models using Johnstone’s triangle as a framework. Our findings indicate that students primarily engaged with and appreciated the psychomotor domain and the visualization at the macroscopic level of the fluorescence experiments, which contributed to their understanding of the submicroscopic level but not at the symbolic level. By engaging students in the affective domain, the visually compelling experiments support deeper connections between macroscopic observations and submicroscopic models. We hope that this research informs future directions in designing curriculum and supports the effective integration of fluorescence experiments into general chemistry instruction.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"3828–3839"},"PeriodicalIF":2.9,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009557","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}