Journal of Chemical Education最新文献

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Identifying, Rating, and Categorizing Elements of Systems Thinking in Chemistry Education 化学教育中系统思维要素的识别、评级和分类
IF 3 3区 教育学
Journal of Chemical Education Pub Date : 2024-07-10 DOI: 10.1021/acs.jchemed.3c01070
Tejas Gill, Brett McCollum
{"title":"Identifying, Rating, and Categorizing Elements of Systems Thinking in Chemistry Education","authors":"Tejas Gill, Brett McCollum","doi":"10.1021/acs.jchemed.3c01070","DOIUrl":"","url":null,"abstract":"The chemistry education community has made considerable progress developing a foundation for chemistry educators to begin infusing a systems thinking approach into their course design. As researchers and practitioners seek to explore possibilities from systems thinking in chemistry education, an understanding of the range of strategies and motivations is needed. Herein, we report on a four-stage process for identifying and classifying elements of systems thinking in chemistry education. First: A systematic review of the literature on systems thinking in chemistry education was used to identify systems thinking elements in peer-reviewed published works. Second: We thematically clustered these elements. This resulted in three categories based on what system thinking techniques are being taught, how they are being taught, and why they are being taught. Third: We collected questionnaire responses from published scholars on systems thinking in chemistry education to assess how scholars rate the requirement of the elements. Fourth: We asked questionnaire participants to categorize the systems thinking elements using the framework that emerged from our thematic clustering. We found that 90% of participants agreed that 14 of the 34 elements are required for the effective implementation of a systems thinking approach in chemistry education. Notably, participants did not report a clear delineation between the “what”, “how”, and “why” for some elements. Together, the findings in this manuscript highlight areas of agreement and uncertainty for the implementation of systems thinking in chemistry education.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141587622","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
Identifying Generative Artificial Intelligence Chatbot Use on Multiple-Choice, General Chemistry Exams Using Rasch Analysis 利用 Rasch 分析鉴定生成式人工智能聊天机器人在普通化学考试多选题中的使用情况
IF 3 3区 教育学
Journal of Chemical Education Pub Date : 2024-07-09 DOI: 10.1021/acs.jchemed.4c00165
Benjamin Sorenson, Kenneth Hanson
{"title":"Identifying Generative Artificial Intelligence Chatbot Use on Multiple-Choice, General Chemistry Exams Using Rasch Analysis","authors":"Benjamin Sorenson, Kenneth Hanson","doi":"10.1021/acs.jchemed.4c00165","DOIUrl":"","url":null,"abstract":"Generative artificial intelligence (AI) technology is expected to have a profound impact on chemical education. While there are certainly positive uses, some of which are being actively implemented even now, there is a reasonable concern about its use in cheating. Efforts are underway to detect generative AI usage on open-ended questions, lab reports, and essays, but its detection on multiple choice exams is largely unexplored. Here we propose the use of Rasch analysis to identify the unique behavioral pattern of ChatGPT on General Chemistry II, multiple choice exams. While raw statistics (e.g., average, ability, outfit) were insufficient to readily identify ChatGPT instances, a strategy of fixing the ability scale on high success questions and then refitting the outcomes dramatically enhanced its outlier behavior in terms of Z-standardized out-fit statistic and ability displacement. Setting the detection threshold to a true positive rate (TPR) of 1.0, a false positive rate (FPR) of <0.1 was obtained across a majority of the 20 exams investigated here. Furthermore, the receiver operating characteristic curve (i.e., FPR vs TPR) exhibited outstanding areas under the curve of >0.9 for nearly all exams. While limitations of this method are described and the analysis is by no means exhaustive, these outcomes suggest that the unique behavior patterns of generative AI chat bots can be identified using Rasch modeling and fit statistics.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141587623","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
Alginate-Based UV Sensor: A Simple and Inexpensive Tool for Educational Purposes 藻酸盐紫外线传感器:用于教育目的的简单而廉价的工具
IF 3 3区 教育学
Journal of Chemical Education Pub Date : 2024-07-09 DOI: 10.1021/acs.jchemed.4c00291
Kariluz Dávila-Díaz, Liz M. Díaz-Vázquez
{"title":"Alginate-Based UV Sensor: A Simple and Inexpensive Tool for Educational Purposes","authors":"Kariluz Dávila-Díaz, Liz M. Díaz-Vázquez","doi":"10.1021/acs.jchemed.4c00291","DOIUrl":"","url":null,"abstract":"This document presents a simple yet highly effective demonstration for creating UV radiation sensors using alginate molecules. This demonstration can easily be aligned with the Next Generation Science Standards (NGSS) for classroom use. Moreover, the demonstration requires only a few easily obtainable materials, and the process involved is straightforward. When exposed to UV light or sunlight, the spheres’ color changes, offering a fascinating observation that is sure to capture the imagination of students of all ages. This encourages curiosity and inspires further exploration of the scientific world. It is easily understandable and suitable for people of all ages. This experiment represents a valuable addition to the scientific community’s educational tools, and its potential to inspire a new generation of scientists is truly limitless.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141587624","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
Empowerment through Inclusiveness and Collaboration: Introducing the Virtual Issue for Diane M. Bunce Festschrift 通过包容与合作增强能力:介绍《戴安娜-M.-本斯纪念文集》虚拟专刊
IF 2.5 3区 教育学
Journal of Chemical Education Pub Date : 2024-07-09 DOI: 10.1021/acs.jchemed.4c00700
Regis Komperda*, 
{"title":"Empowerment through Inclusiveness and Collaboration: Introducing the Virtual Issue for Diane M. Bunce Festschrift","authors":"Regis Komperda*, ","doi":"10.1021/acs.jchemed.4c00700","DOIUrl":"","url":null,"abstract":"","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141565622","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
The Goal of Doctoral Education in Chemistry: Faculty Perspectives 化学博士教育的目标:教师的观点
IF 3 3区 教育学
Journal of Chemical Education Pub Date : 2024-07-08 DOI: 10.1021/acs.jchemed.4c00087
Benedicta Donkor, Melissa A. Collini, Jordan Harshman
{"title":"The Goal of Doctoral Education in Chemistry: Faculty Perspectives","authors":"Benedicta Donkor, Melissa A. Collini, Jordan Harshman","doi":"10.1021/acs.jchemed.4c00087","DOIUrl":"","url":null,"abstract":"This study examines the overarching goal(s) of doctoral education in chemistry (DEC) from the perspective of research-active faculty. Faculty perspectives on DEC’s goals are explored through comprehensive faculty interviews designed in accordance with teacher-centered systemic reform framework. Interviews were conducted with 46 faculty members, employing an interview protocol refined through iterative input and consensus-building. Six interrelated goals were identified: two primary goals (preparing students to be competitive for future careers and cultivating independent scientists) and four secondary goals (fostering expertise, nurturing critical thinkers, generating novel research, and contributing to institutional rankings). Further analysis of faculty responses yielded three key insights: Preparing students for a career and preparing students to be independent scientists are convergent goals; students may be receiving imbalanced preparation for their actual careers; faculty expressed varying levels of confidence in identifying program goals. Implications for future research and program designers are outlined based on these findings. Overall, this research provides insights into DEC, emphasizing the importance of well-rounded graduates equipped with expertise, critical thinking skills, and adaptability to address emerging challenges.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141587628","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
Student Engagement in an Introductory Chemistry Course at a Hispanic Serving Institution: An Exploratory Case Study 西班牙裔服务机构的学生参与化学入门课程:探索性案例研究
IF 3 3区 教育学
Journal of Chemical Education Pub Date : 2024-07-08 DOI: 10.1021/acs.jchemed.3c00893
Joan Roque-Peña
{"title":"Student Engagement in an Introductory Chemistry Course at a Hispanic Serving Institution: An Exploratory Case Study","authors":"Joan Roque-Peña","doi":"10.1021/acs.jchemed.3c00893","DOIUrl":"","url":null,"abstract":"Student engagement (SE) is essential for student success; it is also extremely complex. SE combines behavioral, cognitive, and emotional engagement; therefore, it must be looked at holistically. This exploratory case study, with four participants, explored how students’ lived experiences affected their educational engagement in an introductory chemistry course at a Hispanic Serving Institution (HSI). Data were collected through multiple sources following the triangulation method, and a constant comparison analysis was followed so that patterns could be uncovered through analysis. Five themes that affect SE emerged: university environment, classroom environment, living environment, mental health, and motivation. Those themes, along with their subthemes, demonstrated the relationships between students’ lived experiences and their engagement. These themes, sometimes individually and other times confounded, impacted SE in positive or negative ways, depending on the situation. Some factors that positively affected SE for specific participants negatively affected others. These factors revealed the complexities and intersectionalities of SE and how it must be further explored through a holistic lens.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141587625","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
“Navigating and Applying Epistemic Integrity” as a Missing Science Practice: Re-envisioning Ethics for Both Undergraduate Chemistry Students and Instructors 作为缺失的科学实践的 "认识论完整性的导航和应用":重新认识化学本科生和教师的道德规范
IF 3 3区 教育学
Journal of Chemical Education Pub Date : 2024-07-05 DOI: 10.1021/acs.jchemed.4c00064
Meng-Yang Matthew Wu, Jon-Marc G. Rodriguez
{"title":"“Navigating and Applying Epistemic Integrity” as a Missing Science Practice: Re-envisioning Ethics for Both Undergraduate Chemistry Students and Instructors","authors":"Meng-Yang Matthew Wu, Jon-Marc G. Rodriguez","doi":"10.1021/acs.jchemed.4c00064","DOIUrl":"","url":null,"abstract":"Recent national calls have emphasized the importance of undergraduate student engagement in science practices. While there have been efforts to consider the practices of professional scientists in teaching contexts, conversations integrating academic integrity and its professional analog, scientific integrity (i.e., research ethics), are relatively underexplored. In other words, the extensive research around both topics remains parallel, warranting a unified view to support students with authentic engagement in science practices. Thus, in this perspective piece, we present epistemic integrity as a missing science practice for re-envisioning and centering ethics in undergraduate-level chemistry classrooms. Responding to a greater need for specificity and practicality, we begin by operationalizing epistemic integrity for chemistry-specific contexts. Next, we offer examples of epistemic integrity for both chemistry students and instructors. Finally, we conclude with an example of how practices using epistemic integrity can be realized in an instructional laboratory setting. Modern issues are becoming more complex and the middle gray area separating what is ethically appropriate and inappropriate continues to expand. To this end, we encourage the chemistry education community to leverage epistemic integrity to advance both equity and excellence throughout the undergraduate chemistry experience.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141551163","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
Inquiry-based Investigation of the Influencing Factors on the Redox Titration Curves by Simulation 通过模拟探究氧化还原滴定曲线的影响因素
IF 3 3区 教育学
Journal of Chemical Education Pub Date : 2024-07-05 DOI: 10.1021/acs.jchemed.4c00318
Li Liu, Shiyuan Fu, Guofu Wang, Jing Yu, Qiang Fu
{"title":"Inquiry-based Investigation of the Influencing Factors on the Redox Titration Curves by Simulation","authors":"Li Liu, Shiyuan Fu, Guofu Wang, Jing Yu, Qiang Fu","doi":"10.1021/acs.jchemed.4c00318","DOIUrl":"","url":null,"abstract":"This work developed a simulation program for oxidation–reduction (redox) titration curves, incorporating two algorithms (the three-step and uniform potential methods). The program was utilized to investigate the influencing factors of redox titration curves, focusing on analyzing the impact of the transfer of electrons (<i>n</i><sub>1</sub>, <i>n</i><sub>2</sub>) on the titration curves. The applicability of the two algorithms and the requirement of the electrode potential difference for the complete redox reaction were also investigated. Furthermore, these contents were designed as an inquiry exercise with objectives divided into three parts: knowledge and comprehension, application and analysis, and synthesis and evaluation. The combination of the simulation tool’s user-friendly interface, practicality, and efficiency, along with the inclusion of relevant investigation scenarios, resulted in a notable accomplishment. Specifically, 44 students achieved a commendable score of 74.8% in the inquiry exercise.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141587626","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
Recommendations for Improving End-User Programming Education: A Case Study with Undergraduate Chemistry Students 改进终端用户编程教育的建议:化学本科生案例研究
IF 3 3区 教育学
Journal of Chemical Education Pub Date : 2024-07-05 DOI: 10.1021/acs.jchemed.4c00219
William Fuchs, Ashley Ringer McDonald, Aakash Gautam, Ayaan M. Kazerouni
{"title":"Recommendations for Improving End-User Programming Education: A Case Study with Undergraduate Chemistry Students","authors":"William Fuchs, Ashley Ringer McDonald, Aakash Gautam, Ayaan M. Kazerouni","doi":"10.1021/acs.jchemed.4c00219","DOIUrl":"","url":null,"abstract":"Programming is widespread in multiple domains and is being integrated into various discipline-specific university courses where, like students in a typical introductory computing course, students from other disciplines face challenges with learning to program. We offer a case study in which we study undergraduate students majoring in either chemistry or biochemistry as they learn programming in a physical chemistry course sequence. Using surveys and think-aloud sessions with students, we conducted a thematic content analysis to explain the challenges they face in this endeavor. We found that students struggled to transfer their programming knowledge to new representations and problems, and they did not have strategies in place for solving problems with programming. These facts combine to lower students’ confidence in their programming abilities, making it less likely that they will reach for computing to help solve domain-specific problems. We recommend that students in end-user programming contexts be explicitly taught the skills of abstraction, decomposition, and metacognitive awareness as they pertain to programming.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141551171","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
Sculpting the Unseen: Exploring Quantum Mechanics Using 3D-Printed Potential Surfaces and Wave Functions 雕刻未知:利用三维打印势面和波函数探索量子力学
IF 3 3区 教育学
Journal of Chemical Education Pub Date : 2024-07-04 DOI: 10.1021/acs.jchemed.4c00483
Felix R. S. Purtscher, Manuel J. Schuler, Thomas S. Hofer
{"title":"Sculpting the Unseen: Exploring Quantum Mechanics Using 3D-Printed Potential Surfaces and Wave Functions","authors":"Felix R. S. Purtscher, Manuel J. Schuler, Thomas S. Hofer","doi":"10.1021/acs.jchemed.4c00483","DOIUrl":"","url":null,"abstract":"Due to its abstract and counterintuitive nature, quantum mechanics is considered as one of the most challenging subjects in science and technology. This study outlines a general workflow for the fabrication of quantum mechanical wave functions utilizing 3D-printing technology. The novel technique offers a more comprehensive and tangible way to visualize and understand complex quantum phenomena when compared to the standard approach of presenting 2D projections of the associated three-dimensional mathematical objects. By using numerical approaches to solve the Schrödinger equation this approach can be applied to a broad range of potentials relevant to a number of different experimental techniques such as vibrational spectroscopy and quantum tunneling. By modifying the generated 3D models appropriately, without changing their overall descriptive character, further improvements in the representation of the underlying potential surface and the associated wave functions can be achieved. The correct vertical alignment of the potential surface and wave functions was further enhanced via a 3D-printed rack designed specifically for this project, which allowed the models to be displayed in the correct energetic order.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141551172","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
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