Journal of Chemical Education最新文献

{"title":"Promotion of Student Success and Positive Chemistry Course Perception through Frequent Metacognitive Reporting.","authors":"Michelle Richards-Babb, Carly Gordon, David Mersing, Trina Perrone, Betsy Ratcliff","doi":"10.1021/acs.jchemed.4c00578","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00578","url":null,"abstract":"<p><p>Explicit metacognitive interventions in undergraduate chemistry courses have been shown to improve student outcomes. Less studied have been the outcomes of students who implicitly and frequently practice metacognition and the resultant effects on the student-instructor relationship. In this project set within a large enrollment introductory chemistry course, we elevated student voice and enhanced student-instructor communication through weekly metacognitive reporting to study the characteristics of reporting students and their perceptions of the effects of metacognitive reporting. Data on course success and gender of reporting relative to non-reporting students were quantitatively analyzed using standard statistical techniques. Inductive thematic coding was used to qualitatively assess student responses to open-ended post-survey questions on perceived value of metacognitive reporting. Reporting students finished the semester with a final course grade point average 0.64 points higher than non-reporting students. In addition, reporting students were more successful (more ABC grades) than non-reporting students though small effect sizes and lack of directional causality limit data interpretation. However, female students tended to engage in reporting at a higher rate than did male students. Metacognitive reporting helped to establish a more positive and productive student-instructor relationship via enhanced student communication (i.e., student voice) that informed just-in-time teaching modifications. Students indicated that the metacognitive reporting assisted them in focusing their studies on more challenging topics and in modifying their study habits. In addition, students recognized that their instructors were reading and responding to the reports, which improved overall student-instructor interactions and their view of the instructor as beneficent. Based on these findings, it is recommended that instructors create frequent, low-stakes assignments built into the course structure to support their students' implicit use of metacognition with the broad goal of growing metacognitive strategies over time.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 1","pages":"102-111"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11736795/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142996252","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}

{"title":"Decked Out for Success: A Novel Card Game to Support School Teaching of Radioactivity and Nuclear Science.","authors":"Sarah E Lu, Shaun D Hemming, Jamie M Purkis","doi":"10.1021/acs.jchemed.4c00603","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00603","url":null,"abstract":"<p><p>The global nuclear skills shortage requires a comprehensive investment in training at all levels of education. With focus on post-18 and vocational education, there is a lack of resource and awareness for teaching nuclear skills to students between the ages of 11 to 18 years of age. This age group is vital if interest in this industry is to be nurtured and the skills gap is to be addressed. Here, we report an interactive card game <i>RAD Ratings</i> to address this gap; a curriculum-enriching activity, teaching nuclear skills to pre-18 years of age. We emphasize curriculum linked and practical examples in everyday life to make it relatable to students. Student and teacher feedback demonstrated that >64% students enjoyed playing <i>RAD Ratings</i>, with >50% students saying that they would play the game again and all teachers surveyed stating that <i>Rad Ratings</i> improved student understanding of radionuclides and their uses. Our approach stands out as the sole UK study focused on the gamification of nuclear science and radiochemistry education, uniquely evaluating feedback from both students and teachers concurrently.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 1","pages":"430-436"},"PeriodicalIF":2.5,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11736787/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142996298","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}

{"title":"Increasing Authenticity of the Laboratory through the MICRO Project: Analysis of Analytical Chemistry Laboratory Experiments for Their Level of Inquiry.","authors":"Andrea L Van Wyk, Kimberley A Frederick, Marya Lieberman, Renée S Cole","doi":"10.1021/acs.jchemed.3c00945","DOIUrl":"https://doi.org/10.1021/acs.jchemed.3c00945","url":null,"abstract":"<p><p>Inquiry-based laboratory experiments, in comparison to traditional \"cookbook\" style laboratory experiments, more accurately model the work scientists do and engage students in the skills they use. Students who participate in inquiry-based laboratory experiments engage in science practices and develop skills such as critical thinking and argumentation. Despite the abundance of literature surrounding the benefits of inquiry-based laboratory learning approaches, adoption of these instructional approaches has been slow. The MICRO project was designed with the goal of supporting analytical chemistry faculty in adopting inquiry-based laboratory experiments. Laboratory experiments representing those used by institutions prior to the project and during the project were collected and analyzed for their level of inquiry. We saw a decrease in the percentage of laboratory experiments that were traditional, \"cookbook\" style laboratory experiments and an increase in laboratory experiments that are higher levels of inquiry during the semester of implementation of MICRO laboratory experiments, indicating faculty were adopting some inquiry-based instructional practices.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 1","pages":"3-14"},"PeriodicalIF":2.5,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11736796/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142996249","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}

{"title":"Journal of Chemical Education Call for Papers: Special Issue on Teaching Innovation in Materials Science and Engineering Design","authors":"ZhiLi Dong,&nbsp;Arlindo Silva,&nbsp;Teik-Cheng Lim,&nbsp;Leonard W. T. Ng* and Rui A. Gonçalves*,&nbsp;","doi":"10.1021/acs.jchemed.4c0139210.1021/acs.jchemed.4c01392","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01392https://doi.org/10.1021/acs.jchemed.4c01392","url":null,"abstract":"<p >The <i>Journal of Chemical Education</i> announces a call for papers for an upcoming special issue on Teaching Innovation in Materials Science and Engineering Design. This issue aims to highlight innovative approaches in teaching materials science and engineering, with a focus on integrating design principles, sustainability, and artificial intelligence into educational programs.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 12","pages":"5139–5141 5139–5141"},"PeriodicalIF":2.5,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142850241","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":"Solubility and Extractability in the Pharmaceutical Sciences: A Demonstration to Address These Essential Concepts","authors":"Jean-François Liégeois*,&nbsp;Jean-Luc Hayen and Hossein Taouba,&nbsp;","doi":"10.1021/acs.jchemed.4c0056810.1021/acs.jchemed.4c00568","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00568https://doi.org/10.1021/acs.jchemed.4c00568","url":null,"abstract":"<p >Understanding the solubility and extractability of organic compounds plays a crucial role in the pharmaceutical and biomedical fields. It is essential to learn these concepts early in the course curriculum. The aim of this demonstration is to help students understand the basic principles of solubility and extractability in a practical, interactive, and interesting way. This is accomplished with the help of a series of simple experiments in which common reagents and molecules will be used. The demonstration covers three main topics. The first part is designed to explain the intrinsic solubility in water. This solubility will depend on a number of properties, including their ratio of polar/nonpolar groups and their ability to form hydrogen bonds. The second part investigates potential ionization in water using results obtained from conductimetry experiments. The third part is related to the concept of extractability by presenting the results obtained for pH-dependent extractions of representative compounds from an aqueous medium with an organic medium. A quantification of the extracted compound at each pH is performed after the evaporation of the organic solvent. Extractability curves are then drawn, using the weights obtained after evaporation and discussed.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 12","pages":"5547–5555 5547–5555"},"PeriodicalIF":2.5,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142843948","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":"Chemistry and Heritage Conservation: Calcium-Based Mineralized Hydrogel for the Adhesive Restoration of Historical Artifacts","authors":"Aizhao Pan*,&nbsp;Chengyu Shi,&nbsp;Chunyu Zhao,&nbsp;Jiaojiao Du,&nbsp;Ying Zhou and Ling He*,&nbsp;","doi":"10.1021/acs.jchemed.4c0112110.1021/acs.jchemed.4c01121","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01121https://doi.org/10.1021/acs.jchemed.4c01121","url":null,"abstract":"<p >Chemistry and cultural heritage conservation are inextricably linked. Preserving historical artifacts is a challenging task that requires an understanding of chemistry. Combining the conservation of historical artifacts with chemical experimental teaching, a calcium tannate mineralized hydrogel (TA-Ca/Gel) was designed to be applied as an adhesive to restore historical artifacts for undergraduate college students. Acrylic acid (AA), acrylamide (AM), and <i>N</i>,<i>N</i>′-methylenebis(acrylamide) (MBAA) were used to construct the network of the hydrogel, while tannic acid (TA) and Ca(OH)₂ served as the mineralization and adhesion-enhancing components. Tetramethylenediamine (TMEDA) served as the gel accelerator. The structural and morphological characterization of TA-Ca/Gel was performed with the assistance of technicians from the School Analysis and Testing Center. Students plotted and analyzed the characterization data using Origin software. The adhesive properties of TA-Ca/Gel were measured by a universal tensile tester. Finally, TA-Ca/Gel was used as an adhesive to repair broken porcelain and pottery. We have received positive feedback from the students through this comprehensive chemical experiment, which helped students obtain a better understanding of how to synthesize and characterize the mineralized hydrogel, how to analyze the test data, and how to present data from drawing software. This also introduced them to the study of basic principles of historical artifact protection as well as the relationship between chemistry and heritage conservation. Inspired by the topic of “Chemistry and heritage conservation”, we deepened students’ understanding of the application of comprehensive and cutting-edge knowledge.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 12","pages":"5386–5394 5386–5394"},"PeriodicalIF":2.5,"publicationDate":"2024-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142843903","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 Graduate-Course-Based Chemistry Education Research Experience: Describing a General Model and the Project Outcomes Related to Investigating Chemistry Graduate Students’ Perceptions of the Imposter Phenomenon","authors":"Slade C. McAfee,&nbsp;Allison R. Tomczyk-Schauer,&nbsp;Leah E. Johnson Kempinski,&nbsp;Tori C. Williamson and Jon-Marc G. Rodriguez*,&nbsp;","doi":"10.1021/acs.jchemed.4c0092210.1021/acs.jchemed.4c00922","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00922https://doi.org/10.1021/acs.jchemed.4c00922","url":null,"abstract":"<p >With the movement toward engaging students in authentic science practices, course-based undergraduate research experiences (CUREs) are becoming more common across fields such as chemistry; however, one of the challenges with CUREs is they are necessarily context-specific, operating under the constraints of a faculty’s research interests and the laboratory equipment available in a department. This limitation prevents the development of a general model for a CURE that could be taken and adapted by researchers across universities. As an alternative to benchtop research, discipline-based education research (DBER) provides the flexibility to make significant modifications to the scope of a project investigated without impacting the resources needed to conduct the study. To this end, this article provides an overview of a course-based chemistry education research experience that involved graduate students learning about and then applying qualitative research methods. Although contextualized using graduate students, chemistry education research, and qualitative research methods, we emphasize the general nature of this course, which provides a model that could be readily adapted to other contexts or education levels (e.g., a “DBER CURE”). As a proof-of-concept, project outcomes related to the study designed by the graduate students in the course (the first four authors) are presented, highlighting the methodological decisions made and how the course informed the investigation of chemistry graduate students’ perceptions related to the imposter phenomenon.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 12","pages":"5334–5344 5334–5344"},"PeriodicalIF":2.5,"publicationDate":"2024-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142850882","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":"More Engaged and Prepared Students with an Online Prelab Module in Large Undergraduate Biochemistry Laboratory Courses","authors":"M. V. Jongsma,&nbsp;D. J. Scholten*,&nbsp;A. H. Vuuregge,&nbsp;Y. Bollen,&nbsp;M. Meeter and J. E. van Muijlwijk-Koezen,&nbsp;","doi":"10.1021/acs.jchemed.4c0087510.1021/acs.jchemed.4c00875","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00875https://doi.org/10.1021/acs.jchemed.4c00875","url":null,"abstract":"<p >Laboratory work is considered a fundamental part of chemistry education. However, students are often given cookbook experiments that do not engage them in critical thinking, leading to poor learning outcomes and students feeling unprepared for laboratory work. To address this, a preparatory online module was implemented in two first-year biochemistry courses during the COVID-19 pandemic. A mixed-method approach was used to examine the impact of the prelab module on student and teacher perceptions concerning implementation, use, and perceived learning. Additionally, grades from the reports and exams were compared with those from the previous year. The results showed that students enjoyed using the prelab module and felt it prepared them well for the laboratory classes. Supervisors in the lab were also positive about the module. Additionally, the grades for the reports significantly improved compared to the previous year. However, causal attribution of this improvement to the online module is difficult due to pandemic-related restrictions. In all, the prelab module was easy to implement and can be utilized by teachers to enhance student engagement and preparation for laboratory work.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 12","pages":"5192–5202 5192–5202"},"PeriodicalIF":2.5,"publicationDate":"2024-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c00875","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142843652","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}

{"title":"A 3D-Printed Smartphone-Based Fluorescence Spectrometer: A Universal Design for Do-It-Yourself Experiments in Education","authors":"Levente G. Pap*,&nbsp; and ,&nbsp;John A. Stratton,&nbsp;","doi":"10.1021/acs.jchemed.4c0117310.1021/acs.jchemed.4c01173","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01173https://doi.org/10.1021/acs.jchemed.4c01173","url":null,"abstract":"<p >Developing portable, cost-effective analytical tools is crucial to expose students to advanced spectrometric systems in the undergraduate curriculum. Numerous Do-It-Yourself (DIY) systems and smartphone-based fluorescence spectrometers have been developed over the last few decades. These systems can be specific to one particular cell phone or require unique configurations that are relatively difficult to implement in classroom or laboratory settings due to a diverse pool of students’ owned cell phones. This work presents the design and validation of a cell-phone-based fluorescence spectrometer (FluoroBox). The system presented herein can be attached to any cell phone and adopted in classroom, online, hybrid, and laboratory settings, thus creating a versatile and universal system for adoption. The 3D-printed unit only requires a student’s smartphone camera, a blue laser, a cuvette, a diffraction grating, and batteries. FloroBox’s performance is validated through the qualitative analysis of edible oils. This study demonstrates the assembly, acquisition, and data processing compared with a conventional benchtop fluorescence spectrometer. By employing easily exchangeable units such as slits, excitation sources, and other elements, the device can detect fluorescence emissions from various fluorophores. This unit provides students with hands-on experience in fluorescence spectroscopy across multiple learning environments. The compact design, ease of use, and integration with mobile technology underline its potential for widespread adoption, particularly in resource-limited settings.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 12","pages":"5395–5401 5395–5401"},"PeriodicalIF":2.5,"publicationDate":"2024-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c01173","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142843711","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}

{"title":"Interfacially Polymerized Nanofiltration Membranes: Fabrication, Characterization, and Dye/Salt Separation","authors":"Tiefan Huang,&nbsp;Ting Qin,&nbsp;Siren Li,&nbsp;Na Tao,&nbsp;Jianxian Zeng,&nbsp;Ming Wu,&nbsp;Lelin Zeng,&nbsp;Wangdong Zeng* and Hu Zhou*,&nbsp;","doi":"10.1021/acs.jchemed.4c0119010.1021/acs.jchemed.4c01190","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01190https://doi.org/10.1021/acs.jchemed.4c01190","url":null,"abstract":"<p >This laboratory experiment aims to provide undergraduate students with research experience in water treatment by membrane separation. This experiment includes fabrication and characterization, as well as water treatment applications of the interfacially polymerized polyester nanofiltration membranes. Through participating in this experimental course, students could obtain not only knowledge of membrane synthesis and separation performance testing but also basic methodologies that are widely used in scientific research. A series of advanced characterization techniques, such as Fourier-transform infrared spectroscopy (FT-IR), ultraviolet–visible spectroscopy (UV–vis), water contact angle (WCA), and scanning electron microscopy (SEM), has been used to allow students to investigate the membrane structure and morphology in detail. The experiment highlights the considerable potential of the synthesized membrane material for practical applications, which is particularly demonstrated through its effectiveness in wastewater treatment. This not only emphasizes the potential practice of the research findings but also deepens students’ comprehension of the broader impact of membrane separation in chemical engineering and environmental applications. Furthermore, this provides instructors with an opportunity to situate the experiment within a wider scientific framework, inspiring students to investigate emerging advancements and innovations in the field.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 12","pages":"5498–5506 5498–5506"},"PeriodicalIF":2.5,"publicationDate":"2024-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142842978","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}