Journal of Chemical Education最新文献

{"title":"A Comparative Study of Two Active Learning Approaches for General Chemistry","authors":"Lesa Tran Lu,&nbsp;Katherine A. Clements,&nbsp;Carrie A. Obenland,&nbsp;Kristi Kincaid,&nbsp;Ashlyn H. Munson and John S. Hutchinson*,&nbsp;","doi":"10.1021/acs.jchemed.4c0063810.1021/acs.jchemed.4c00638","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00638https://doi.org/10.1021/acs.jchemed.4c00638","url":null,"abstract":"<p >Active learning has been shown to increase student learning outcomes and engagement in STEM (Science, Technology, Engineering, and Mathematics) courses, which has prompted many instructors to integrate more active learning techniques into their classrooms. For the past three decades at Rice University, General Chemistry has been taught using one such approach that combines Socratic dialogue with a curriculum based on the Concept Development Study method. In recent years, we have also developed and analyzed the effectiveness of the Student-Centered Active Learning at Rice (SCALAR) approach, which incorporates regular small group discussions into Socratic dialogue. Here, we report on a side-by-side study directly comparing how these two active learning pedagogies impact the outcomes of three different sets of student groups: silent versus vocal students, female versus male students, and first-generation students versus continuing-generation students. We found that both active learning pedagogies produced significant learning gains for students in all cohorts.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 12","pages":"5183–5191 5183–5191"},"PeriodicalIF":2.5,"publicationDate":"2024-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142842812","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 Low-Cost Arduino and Python Based Gas Sensing Setup: Bridging Theory and Practice in Educational Environments","authors":"Kanagaraj Reivanth,&nbsp;Arumugam Priya and Devaraj Nataraj*,&nbsp;","doi":"10.1021/acs.jchemed.4c0098110.1021/acs.jchemed.4c00981","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00981https://doi.org/10.1021/acs.jchemed.4c00981","url":null,"abstract":"<p >The article describes the development of a versatile gas sensing platform using an Arduino UNO microcontroller. The system utilizes the widely available MQ3 gas sensor for practical applications in educational contexts. To enhance student understanding of gas sensing principles, the project focuses on exploring the gas sensing properties of the SnO2-based MQ3 sensor, specifically for ethanol detection. The Arduino code collects data at regular intervals and transmits it via Bluetooth to a custom mobile application for real-time visualization. This hands-on project allows students to investigate various aspects of gas sensing, including the linear relationship between the gas concentration and sensor resistance during targeted gas exposure. The platform’s easy-to-assemble design and clear code make it suitable for diverse educational settings from high school chemistry laboratories to undergraduate instrumental analysis courses.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 12","pages":"5361–5368 5361–5368"},"PeriodicalIF":2.5,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142843337","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":"Next Steps after Poor General Chemistry I Performance and STEM Degree Completion","authors":"Elise M. McCarren*,&nbsp; and ,&nbsp;Gretchen M. Adams,&nbsp;","doi":"10.1021/acs.jchemed.4c0101310.1021/acs.jchemed.4c01013","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01013https://doi.org/10.1021/acs.jchemed.4c01013","url":null,"abstract":"<p >Poor performance in a General Chemistry I course via C- and DFW grades correlates with high STEM major attrition. Little research has been conducted on student next steps after an unsuccessful semester in General Chemistry I and subsequent STEM degree outcomes. This study utilized retrospective transcript analysis from 1,312 students deemed unsuccessful via low grades, failure, or withdrawal from General Chemistry I over a five-year period at a Midwestern R1 institution. It examined the extent to which student actions, including repeating the course, moving on to the next course, or taking no chemistry course the semester immediately after unsuccessful General Chemistry I performance, predicted STEM degree completion. Students reattempting the course generally earned higher grades. However, binary logistic regression analysis suggested that students initially passing General Chemistry I with low grades were slightly more likely to earn STEM degrees in their original majors if they moved on to General Chemistry II versus repeating the General Chemistry I course. Students who failed or withdrew from General Chemistry I were more likely to earn STEM degrees if they reattempted General Chemistry I in the next semester versus taking no chemistry, although only approximately half of the failing or withdrawing students reattempted the course. Race, first-generation status, and gender were nonsignificant predictors of degree persistence for students with similar initial course outcomes. Results suggest considering opportunity costs in retaking courses if earning low passing grades initially but encourage second course attempts after initial withdrawals or failures.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 12","pages":"5376–5385 5376–5385"},"PeriodicalIF":2.5,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142843327","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":"In-Situ Photoreaction Quantum Yield Measurements and Red-Light Actinometry Using Methylene Blue and Ascorbic Acid: Experiments for Analytical and Physical Chemistry","authors":"Torrance L. Bryant,&nbsp; and ,&nbsp;Yisrael M.L. Lamb*,&nbsp;","doi":"10.1021/acs.jchemed.4c0115510.1021/acs.jchemed.4c01155","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01155https://doi.org/10.1021/acs.jchemed.4c01155","url":null,"abstract":"<p >In an effort to keep undergraduate chemical education at pace with contemporary interest in photochemical methodologies, we have identified a straightforward system for which steady-state photochemical kinetics may can be tracked via in situ UV–vis spectroscopy: an aqueous solution of methylene blue and ascorbic acid. Under red-light illumination, methylene blue forms a highly oxidizing excited state which is reduced by ascorbic acid, resulting in the colorless leucomethylene blue and the loss of methylene blue spectral features. Using a laser diode of steady output power, the quantum yield of the photoreaction was experimentally determined to be Φ_<i>rxn</i> = 0.106─indicating that about one in ten absorbed photons results in a productive reaction in this system. Φ_<i>rxn</i> is a critical metric in developing efficient photochemical reactions. The reaction was then used as a chemical actinometer to measure the power of an inexpensive red laser pointer and LED. These facile experiments can be employed in analytical and physical chemistry courses to expose students to important photochemical concepts through the familiar lens of UV–vis spectroscopy.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 12","pages":"5492–5497 5492–5497"},"PeriodicalIF":2.5,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142843267","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":"Chemical Kitchen─A Transdisciplinary Introduction to a Laboratory Practice That Rebalances Students’ Self-Efficacy","authors":"Jakub L. Radzikowski*,&nbsp;Luke Delmas,&nbsp;Eliel Cohen,&nbsp;Julianne Viola,&nbsp;Jozef Youssef,&nbsp;Alan C. Spivey and Roger Kneebone,&nbsp;","doi":"10.1021/acs.jchemed.4c0095010.1021/acs.jchemed.4c00950","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00950https://doi.org/10.1021/acs.jchemed.4c00950","url":null,"abstract":"<p >Transition from high school to higher education poses a significant challenge for students, particularly in chemistry, where students’ prior laboratory experience is varied. Traditional laboratory education, focusing on chemical knowledge, scientific methodology, and practical skills, does not focus on the development of translational skills and establishing a proper level of self-efficacy, critical for students’ success as future scientists. To address this problem, we developed the Chemical Kitchen, a transdisciplinary simulation utilizing the parallels between professional gastronomy and chemistry laboratory practices. By engaging students in creative food experiments that mimic chemistry experiments, the course aims to enhance practical skills in a less intimidating environment. We evaluated the impact of the Chemical Kitchen on students’ self-efficacy through pre- and postcourse surveys. We found a significant adjustment in students’ self-efficacy: those with initially lower self-efficacy experienced increases, while those with initially higher self-efficacy saw decreases, showing a “leveling of the playing field” among first-year chemistry students. Qualitative feedback highlighted the course’s success in providing a fun, engaging, and meaningful learning experience, underscoring the importance of innovative teaching methods in enhancing practical skills and confidence. This study demonstrates the effectiveness of the Chemical Kitchen in establishing students’ self-efficacy and practical and transferable skills, offering a novel approach to laboratory education that could be beneficial across various scientific disciplines. Future research is encouraged to explore the long-term effects of such interventions on students’ engagement with science and their overall development as learners.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 12","pages":"5353–5360 5353–5360"},"PeriodicalIF":2.5,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c00950","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142850727","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":"College Student Mental Health: Exploring Depression, Anxiety, and Mindsets in First-Year STEM Students","authors":"Elizabeth A. Pfau,&nbsp;Asmira Alagic* and Stuart Slavin,&nbsp;","doi":"10.1021/acs.jchemed.4c0079110.1021/acs.jchemed.4c00791","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00791https://doi.org/10.1021/acs.jchemed.4c00791","url":null,"abstract":"<p >In this work we show the psychological well-being of first-year students taking a chemistry course, focusing on the prevalence of depression and anxiety symptoms, as well as potentially problematic personal and comparative mindsets, which may lay the groundwork for future investigations of mental health within this population. Data was collected through surveys and in-class worksheets administered during the Spring semesters of 2022 and 2023 in large lecture chemistry courses. Analysis revealed high rates of depression and anxiety among participants, with 49.3% of students experiencing moderate to severe depression symptoms and 56.6% experiencing moderate to severe anxiety symptoms. These numbers are about 20% higher than recently reported values for mixed undergraduate student populations in the United States. Data relating to maladaptive perfectionism shows that 99.3% of students are holding themselves to a high personal standard, while 74.1% of students have a negative self-perception relative to reality. Most students (&gt;70%) scored in the moderate to severe range for seven out of eight mindsets studied, highlighting the widespread prevalence of negative mindsets among first-year STEM students. Correlation analyses highlighted significant relationships between maladaptive perfectionism and both depression (r = 0.67) and anxiety symptoms (r = 0.63). Additionally, strong correlations were found between performance as identity scores and anxiety symptoms (r = 0.60). These findings underscore the urgent need for targeted interventions to address negative mindsets and enhance student mental health in higher education settings, particularly in chemistry classrooms.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 12","pages":"5288–5296 5288–5296"},"PeriodicalIF":2.5,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142850588","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":"Efficient Colorimetry: Developing an Application to Support Student Digital Colorimetry Experiments","authors":"Hao Zhang,&nbsp;Ruyan Li,&nbsp;Yizhou Ling*,&nbsp;Rongxian Zhang,&nbsp;Guoxing Zhu,&nbsp;Gengtao Fu* and Yawen Tang,&nbsp;","doi":"10.1021/acs.jchemed.4c0052610.1021/acs.jchemed.4c00526","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00526https://doi.org/10.1021/acs.jchemed.4c00526","url":null,"abstract":"<p >In this study, a new application called “Efficient Colorimetry” was developed to measure solution concentration using digital colorimetry. This app is integrated into the WeChat platform, making it easy to use on a smartphone. The app includes a calibration algorithm that establishes a standard curve by using a standard solution, which is used to prepare solutions of increasing concentration by incremental additions of the standard solution. To analyze sample concentrations, the app takes multiple measurements and uses linear fitting to minimize errors. Additionally, students can complete assignments provided by teachers through online channels. Forty-one ninth-grade students used the app to determine the concentration of Fe³⁺ in three different sample solutions, demonstrating the app’s convenience and accuracy.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 12","pages":"5507–5515 5507–5515"},"PeriodicalIF":2.5,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142843037","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":"Alice Ball: An African-American Woman to Foster Education in Chemistry","authors":"Stephanie Silva Weigel Gomes,&nbsp; and ,&nbsp;Wilmo Ernesto Francisco Junior*,&nbsp;","doi":"10.1021/acs.jchemed.4c0061110.1021/acs.jchemed.4c00611","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00611https://doi.org/10.1021/acs.jchemed.4c00611","url":null,"abstract":"<p >This paper aimed at analyzing the life story of Alice Ball as a case study for education in chemistry. Alice was a young African-American chemist in the early 20th century who was responsible for the chemical synthesis of derivatives of chaulmoogra oil used in the treatment of Hansen’s disease. Alice’s work has been almost forgotten in chemistry history, but a perusal of her life story may provide clues about the complexity of scientific activities. Historical sources were used to reconstruct aspects of Alice Ball’s life and to analyze science as a cognitive-epistemic and social-institutional system. A survey was then carried out with chemistry students, based on a reading activity of Alice’s biography and research work. The study demonstrated the potential of this case and her biography in shedding light on the practices and social context of science and may also contribute to strengthen the role of Blacks and women in science who have historically been overlooked in the scientific enterprise.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 12","pages":"5231–5239 5231–5239"},"PeriodicalIF":2.5,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c00611","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142850572","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":"Creating a Chemical Escape Room at the University Level: Innovative Resources for Future Primary School Teachers","authors":"Sergio Fuentes Anton*,&nbsp;","doi":"10.1021/acs.jchemed.4c0099410.1021/acs.jchemed.4c00994","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00994https://doi.org/10.1021/acs.jchemed.4c00994","url":null,"abstract":"<p >Teaching natural sciences can be challenging, especially with unmotivated or disinterested students. The challenge increases when the term “Didactics” appears in the subjects under study, for example, with Didactics of Natural Sciences. The present work details the design and execution process of an escape room experience used as a methodology for teaching and reviewing chemistry at the university level. The manuscript describes the puzzles and experiments carried out in the laboratory, as well as the results obtained from its implementation and the assessment methods used. The experience took place during the academic years 2021–2022 and 2022–2023, with students enrolled in the second year of the Primary Education Teacher degree. In each period, four nonhomogeneous groups with different numbers of students verified the game. Within an hour, participants had to face four main puzzles to gather the necessary information to solve a crime that occurred in the lab. Upon completing the escape room, the students filled out a questionnaire to express their opinions and evaluate the activity. The results obtained from the questionnaire survey showed a high level of satisfaction with the methodology employed.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 12","pages":"5369–5375 5369–5375"},"PeriodicalIF":2.5,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c00994","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142842899","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":"Developing Equitable Lab Practices/Culture: A Student-Centered Activity on Alcohol Metabolism and Its Relation to the Black Community","authors":"Dillon King,&nbsp;Rowan R. Katzbaer,&nbsp;Ufana Riaz,&nbsp;S. Catherine Silver Key and Darlene K. Taylor*,&nbsp;","doi":"10.1021/acs.jchemed.4c0034610.1021/acs.jchemed.4c00346","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00346https://doi.org/10.1021/acs.jchemed.4c00346","url":null,"abstract":"<p >This lab updates the study of acetaldehyde oxidation in vitro using the enzyme aldehyde dehydrogenase (ALDH) by presenting the study in a guided inquiry approach that is culturally relevant. Acetaldehyde is a toxic compound that builds up in the liver following the consumption of alcohol, which must be metabolized. We used a spectrophotometer to follow the kinetics of this reaction, determine how substrate concentrations alter the rate of this enzymatic reaction, and screen potential enzyme inhibitors. Students are guided through questions that explore comparatively uncomplicated kinetic and thermodynamic theory that supports the reaction of enzyme catalysis. This inquiry approach was aided by three-dimensional structural models of the enzyme that were explored within the laboratory sessions, enhancing the arcane lab procedures and developing student skills in experimental design. Students can draw from their everyday life experiences based on their cultural norms and knowledge to choose experimental conditions within a provided list of options, such as the alcohol or the reaction inhibitor selection. This was accompanied by written reports and finalized by oral presentations to the class.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 12","pages":"5422–5429 5422–5429"},"PeriodicalIF":2.5,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142843372","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}