Journal of Chemical Education最新文献

{"title":"Investigating the Evolution of Student Attitudes toward Science in a General Chemistry Course Using Latent Class and Latent Transition Analysis.","authors":"Oluwatobi O Odeleye, Oluwaseun D Agunbiade, Adam Garber, Karen Nylund-Gibson","doi":"10.1021/acs.jchemed.4c01247","DOIUrl":"10.1021/acs.jchemed.4c01247","url":null,"abstract":"<p><p>As science, technology, engineering, and mathematics (STEM) education researchers continue to explore ways to increase college student persistence in STEM fields, the affective domain (e.g., attitudes, perceptions, and self-efficacy) stands out as an area that can significantly impact these efforts. Latent class analysis (LCA) and latent transition analysis (LTA) are mixture modeling approaches that take a person-centered approach to quantitative research, which can help us to further our efforts to diversify STEM fields. This study seeks to use LCA and LTA to investigate how students' attitudes toward science in general chemistry evolve over a semester. Using the <i>Modified Attitudes toward Science Inventory</i> (mATSI), we grouped students based on their responses to pre- and postsurvey items from the mATSI. We found three distinct groups (classes) of students at the beginning of the semester: (i) students with strong desires to pursue science fields and high self-belief in their abilities to do well in science courses (high-high), (ii) students with moderate desires and low self-belief (mod-low), and (iii) students with moderate desires to pursue science fields and moderate self-belief (mod-mod). Over the course of the semester, these 3 groups evolved into (a) high desires and high self-belief (high-high), (b) high desires and low self-belief (high-low), and (c) low desires and low self-belief (low-low). At the beginning of the semester, about 80% of the participants were classified in the high-high group with the remaining 20% categorized into the other two groups; however, by the end of the semester, about 70% were in the high-high group, with 30% distributed across the other two groups. Using LTA and exploring the characteristics of the student groups, we found that in groups where female and second-year students were overrepresented, male and first-year students tended to be underrepresented and vice versa. For example, female and second-year students were overrepresented in groups more likely to leave the general chemistry course with lower desires and self-belief, while male and first-year students were overrepresented in groups more likely to leave general chemistry with higher desires and self-belief Using the LCA approach, we were able to explore groups (e.g., \"high-low\" and \"low-low\") that tend to get swallowed up by the noise of the majority (in this case, the \"high-high\" group). We hope the findings from this study encourage equity-based researchers to continue to think about how they approach quantitative data to give a voice to participant groups that may sometimes be hidden under the guise of not having enough statistical significance/power.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"1745-1754"},"PeriodicalIF":2.5,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12080113/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144092122","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":"Investigating the Evolution of Student Attitudes toward Science in a General Chemistry Course Using Latent Class and Latent Transition Analysis","authors":"Oluwatobi O. Odeleye*,&nbsp;Oluwaseun D. Agunbiade,&nbsp;Adam Garber and Karen Nylund-Gibson,&nbsp;","doi":"10.1021/acs.jchemed.4c0124710.1021/acs.jchemed.4c01247","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01247https://doi.org/10.1021/acs.jchemed.4c01247","url":null,"abstract":"<p >As science, technology, engineering, and mathematics (STEM) education researchers continue to explore ways to increase college student persistence in STEM fields, the affective domain (e.g., attitudes, perceptions, and self-efficacy) stands out as an area that can significantly impact these efforts. Latent class analysis (LCA) and latent transition analysis (LTA) are mixture modeling approaches that take a person-centered approach to quantitative research, which can help us to further our efforts to diversify STEM fields. This study seeks to use LCA and LTA to investigate how students’ attitudes toward science in general chemistry evolve over a semester. Using the <i>Modified Attitudes toward Science Inventory</i> (mATSI), we grouped students based on their responses to pre- and postsurvey items from the mATSI. We found three distinct groups (classes) of students at the beginning of the semester: (i) students with strong desires to pursue science fields and high self-belief in their abilities to do well in science courses (high–high), (ii) students with moderate desires and low self-belief (mod-low), and (iii) students with moderate desires to pursue science fields and moderate self-belief (mod-mod). Over the course of the semester, these 3 groups evolved into (a) high desires and high self-belief (high–high), (b) high desires and low self-belief (high-low), and (c) low desires and low self-belief (low-low). At the beginning of the semester, about 80% of the participants were classified in the high–high group with the remaining 20% categorized into the other two groups; however, by the end of the semester, about 70% were in the high–high group, with 30% distributed across the other two groups. Using LTA and exploring the characteristics of the student groups, we found that in groups where female and second-year students were overrepresented, male and first-year students tended to be underrepresented and vice versa. For example, female and second-year students were overrepresented in groups more likely to leave the general chemistry course with lower desires and self-belief, while male and first-year students were overrepresented in groups more likely to leave general chemistry with higher desires and self-belief Using the LCA approach, we were able to explore groups (e.g., “high-low” and “low-low”) that tend to get swallowed up by the noise of the majority (in this case, the “high–high” group). We hope the findings from this study encourage equity-based researchers to continue to think about how they approach quantitative data to give a voice to participant groups that may sometimes be hidden under the guise of not having enough statistical significance/power.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"1745–1754 1745–1754"},"PeriodicalIF":2.5,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c01247","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143933746","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":"Revealing Future Aquatic Environmental Challenges: Preservice Chemistry Teachers’ Study on Adsorption of Endocrine Disruptors on Microplastics","authors":"Luka Vinko*,&nbsp;Iztok Devetak and Mojca Bavcon Kralj,&nbsp;","doi":"10.1021/acs.jchemed.5c0002510.1021/acs.jchemed.5c00025","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00025https://doi.org/10.1021/acs.jchemed.5c00025","url":null,"abstract":"<p >Water resources are subject to an increasing number of different types of pollutants, chemical and physical, which can interact in different ways. Among these, microplastic particles (MPs) and pharmaceuticals often coexist, with MPs serving as potential carriers for them. This interaction poses dual risks, including physical harm and chemical intoxication upon ingestion, since MPs prolong their presence in aquatic ecosystems and organisms. Besides, both microplastics (MPs) and pharmaceuticals cannot be completely removed by current wastewater treatment technologies and are prone to cycle in the hydrosphere. To address these concerns, an inquiry-based laboratory module was implemented in a Fundamentals of Environmental Chemistry course to engage preservice chemistry teachers in investigating the adsorption of pharmaceuticals onto MPs. A total of 21 students, working in groups of 2–3, participated in two iterations of the 3 h module, which aimed to address water pollution challenges. Students identified research questions, formulated hypotheses, and designed experimental plans to assess the adsorption of drospirenone and diclofenac on four MP types: polyethylene (PE), polystyrene (PS), polyethylene terephthalate (PET), and poly(butylene adipate) terephthalate (PBAT). The pharmaceuticals’ concentrations were analyzed pre- and postexperiment using UV–vis spectrophotometry. Results indicated a higher adsorption of diclofenac compared with drospirenone, with PBAT showing superior adsorption capacity for both pharmaceuticals. One-way ANOVA identified significant differences in adsorption among MPs, particularly between PBAT and other types of MPs. Students’ environmental competencies improved after the activity, as suggested by pre- and postquestionnaire comparisons.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"2112–2119 2112–2119"},"PeriodicalIF":2.5,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.5c00025","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143933886","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 Hands-on Experiment of Caffeine Extraction from Tea Leaves Using Direct Sublimation: Learning Effectiveness for Secondary School Students","authors":"Seika Horimatsu,&nbsp;Masanori Mizutani,&nbsp;Hiroya Miura and Emika Ohkoshi*,&nbsp;","doi":"10.1021/acs.jchemed.4c0093310.1021/acs.jchemed.4c00933","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00933https://doi.org/10.1021/acs.jchemed.4c00933","url":null,"abstract":"<p >Hands-on experiments using everyday materials help students engage with learning and the world around them, increasing learning motivation. This is important for the field of chemistry, given learners’ declining interest in the subject and the association between chemistry and other sciences. Focusing on the direct sublimation of caffeine from tea leaves using a fast, affordable, and green extraction method, this study aimed to establish and optimize a hands-on experiment for secondary school students and evaluate students’ views of the program. A total of 119 secondary school students (13–15 years) received handouts explaining the procedure and providing explanations of theoretical and social aspects of the experiment and caffeine. The experiment took 60–70 min, after which students completed a questionnaire to indicate their interest in the task and provide feedback on the experience. Students rated the experiment positively with 98% very interested/interested in the study. The experimental phenomena were easily produced using a small quantity of reagent. Students observed the three states of matter and the process of matter changing through thermodynamics. Automated text analysis of the written responses indicated that students’ interest in the caffeine crystals was characterized by specific cognitive and affective components. “Exciting” and “fun” were frequently used keywords, suggesting that emotions are key to learning engagement. Students’ views may help educators better understand learner engagement with chemistry. The results have implications for chemistry educators, instructional designers, and policy makers, suggesting that practical activities using everyday items may lead to more effective and engaging chemistry teaching and learning.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"1856–1863 1856–1863"},"PeriodicalIF":2.5,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143933919","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 Missed Opportunity for No-Code Chatbots? Current Challenges in Publicly Available Chemistry GPTs","authors":"Martin Sigot,&nbsp; and ,&nbsp;Sebastian Tassoti*,&nbsp;","doi":"10.1021/acs.jchemed.4c0155210.1021/acs.jchemed.4c01552","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01552https://doi.org/10.1021/acs.jchemed.4c01552","url":null,"abstract":"<p >With the emergence of generative artificial intelligence (GenAI) and ChatGPT, individualization of learning pathways was discussed in the educational context. One way to achieve customization is the use of specialized versions of ChatGPT–so-called GPTs. Those GPTs are publicly available and used daily by thousands of people worldwide. In this work, we analyze the current market of chemistry-specialized GPTs in the OpenAI GPT ‘store’. We identify common shortcomings, such as unnecessary activation of features like DALL-E, overly positive use of terms like ‘expert’ or ‘teacher’ and the inclusion of copyrighted material. To highlight the urgency of well-designed GPTs in chemistry education, we analyze the most used chemistry-specific GPT in more detail to discuss further problems with GPTs. In summary, we advocate a collaborative effort within the chemistry education community to develop robust and publicly available GPTs. Future research might benefit from a focus on creating and refining these GPTs and exploring their impact on learning in both secondary and tertiary educational settings.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"2151–2159 2151–2159"},"PeriodicalIF":2.5,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143933725","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":"Bridging the Gap between Chemistry and Medicine to Improve Medical Students’ Engagement and Learning Outcomes in General Chemistry","authors":"Zhonghong Yan,&nbsp;Chris Amodio,&nbsp;Fang Zhang,&nbsp;Chunxia Li,&nbsp;Jinyin Zha,&nbsp;Ruolin Yang* and Jian Zhang*,&nbsp;","doi":"10.1021/acs.jchemed.4c0111610.1021/acs.jchemed.4c01116","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01116https://doi.org/10.1021/acs.jchemed.4c01116","url":null,"abstract":"<p >The construction of competency-oriented medical education emphasizes the cross-fertilization of medicine and multidisciplinarity. Chemistry is an indispensable part of the knowledge structure for medical students. However, disjointed and abstract General Chemistry (GC) courses often fail to effectively meet the needs of new medical education developments, resulting in low learning motivation and poor student outcomes. The GC course at Shanghai Jiao Tong University School of Medicine aims to address these issues of integrating chemistry and medicine by developing medical contexts with a chemical background, including clinical diseases, fundamental medical knowledge, historical medical facts, endogenous substances and essential nutrients, drugs, and poisons, and the medical application of chemical techniques. By tracking teaching data in 2020, 2021, and 2023, student-centered strategies including online-offline blended teaching and cooperative learning were employed to improve learning performance (74.6%,77.1%,80.2%) and group work grades (74.4%, 81.8%, 86.5%), indicating better understanding and application of chemical knowledge to medical issues. The trends in submission rates of assignments (68.6%, 76.4%, 80.3%) and frequency of course resource utilization (0.39, 1.24, 1.53) demonstrated promoted student engagement and resource effectiveness, leading to improved learning outcomes. The course-end survey results showed that the curriculum reform positively impacted medical students’ beliefs and attitudes toward learning chemistry. Conclusively, enhancing the medical relevance and bridging the gap between chemistry and medicine appear to be feasible strategies for improving the GC course for medical students.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"1882–1890 1882–1890"},"PeriodicalIF":2.5,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143933974","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":"Design of Computer Simulation Exercises on Polarity and Intermolecular Attractive Forces","authors":"Fredrik L. Holmelin,&nbsp;Peter Nyström,&nbsp;Géraldine Fauville and Leif A. Eriksson*,&nbsp;","doi":"10.1021/acs.jchemed.4c0134810.1021/acs.jchemed.4c01348","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01348https://doi.org/10.1021/acs.jchemed.4c01348","url":null,"abstract":"<p >Computer simulations as learning tools in chemistry enable student centered pedagogies, with requirements for adequate instructional support. The provision of support to scaffold and increase learning can be accomplished through assignments that instruct and challenge students toward productive uses of a simulation. In this design research study, assignments for simulation exercises in chemistry were developed in collaboration with teachers and used in a classroom experiment with a switching replications design. Multiple choice tests and classroom observations were complemented by student interviews about their learning experience. Statistical analyses reveal similar learning gains in the treatment and control groups. Results from interviews show that students value the opportunity to explore simulations by themselves but also emphasize the importance of prior and concurrent explanations. Students acknowledge the roles of questions, instructions, tables, and other prompts in learning from the assignment. They also express that productive interaction with simulations to extract relevant information was promoted by drawings and verbal expressions, whereby students discerned mechanisms and conditions of phenomena modeled in the simulations. The findings suggest rationales for strategic combinations of elements from both conditions and features to consider in the design and adaptation of assignment manuals for simulation exercises.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"1765–1775 1765–1775"},"PeriodicalIF":2.5,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c01348","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143934053","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":"Raoult’s Law Comparison of Liquid Mixtures Using UV–vis Spectroscopy: A Physical Chemistry Laboratory Experiment","authors":"James W. Mazzuca*,&nbsp;Shaylee R. Seymour and Kendall R. Kamp,&nbsp;","doi":"10.1021/acs.jchemed.4c0137310.1021/acs.jchemed.4c01373","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01373https://doi.org/10.1021/acs.jchemed.4c01373","url":null,"abstract":"<p >An undergraduate physical chemistry experiment is described in which two different liquid mixtures are investigated through UV–vis spectroscopy to quantify which mixture behaves more ideally. Students create liquid mixtures of specified mole fractions and then measure the relative vapor pressure of each compound in the head space above the mixture using UV–vis spectroscopy. By creating Raoult’s law plots and fitting the total vapor pressure to a second-order polynomial, students are able to quantitatively determine that the acetone/toluene mixture exhibits a higher deviation from ideal behavior when compared to the acetone/ethyl acetate mixture. Strategies for minimizing error are outlined which help to ensure consistent experimental results.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"2057–2062 2057–2062"},"PeriodicalIF":2.5,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c01373","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143933970","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":"Virtual Periodic Table for Dynamic Visualization of Atomic Structure and Hierarchical-Based Interaction: A System to Enhance Student’s Learning","authors":"Sehat Ullah*,&nbsp;Bahisht Mehmood,&nbsp;Muhammad Raees,&nbsp;Numan Ali and Inam ur Rehman,&nbsp;","doi":"10.1021/acs.jchemed.4c0082510.1021/acs.jchemed.4c00825","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00825https://doi.org/10.1021/acs.jchemed.4c00825","url":null,"abstract":"<p >The Periodic Table (PT) serves as the fundamental basis of chemistry, often commencing classroom discussions led by chemistry teachers. Mastery of its structure empowers students to anticipate variations in the chemical and physical traits of the elements. This study presents a Hierarchical-Based Interactive Virtual Periodic Table (HBIVPT) aimed at enhancing comprehension and learning outcomes. The HBIVPT offers a hierarchical interface, dynamically illustrating atomic structures, with electrons orbiting the nucleus in designated orbitals. Utilizing multimodal feedback (both visual and auditory), users can improve their knowledge related to different elements of the PT. To evaluate the effectiveness of the HBIVPT, pre- and post-tests were conducted to measure learning improvements. During the evaluation process, forty-five (45) students participated and they were divided into three groups (G1, G2, and G3). G1 used the textbook for chemical elements, G2 used the proposed HBIVPT, and G3 used the Royal Society of Chemistry’s Interactive VPT. The students in G2 who used HBIVPT were significantly better as compared to G1 and G3. This is evidenced by the observed average increase in learning: 15% for students using textbooks (G1), 20% for those studying online Periodic Tables (G3), and, notably, 37% for those utilizing HBIVPT (G2). The study results demonstrate that the use of the proposed HBIVPT system significantly improved students’ learning and comprehension of the Periodic Table, resulting in enhanced academic performance compared to students using other methods.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"1829–1838 1829–1838"},"PeriodicalIF":2.5,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143933969","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":"Medical Students as Popular Science Authors: Building Science Communication Connections to Organic Chemistry through Writing Assignments","authors":"Jinxin Guo*,&nbsp;","doi":"10.1021/acs.jchemed.4c0111310.1021/acs.jchemed.4c01113","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01113https://doi.org/10.1021/acs.jchemed.4c01113","url":null,"abstract":"<p >Our organic chemistry course enrolls students from the medicine major. As future healthcare professionals, medical students should also take on the responsibility of publicizing scientific knowledge related to human health. Therefore, starting from 2020, we have designed an assignment that tasked students with writing a popular science essay for the general public based on organic chemistry concepts discussed in class. By engaging in writing assignments, medical students can serve as effective science communicators, bridging the gap between complex organic chemistry concepts and the wider public. This approach aims to ignite students’ creativity, integrate their interests and majors, and improve their writing and communication skills, as well as critical thinking and self-learning ability. Subsequent surveys show that students’ feedback on this assignment is generally positive. We suggest that this student-centered and self-directed learning methodology can be incorporated into other introductory chemistry courses.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"2167–2171 2167–2171"},"PeriodicalIF":2.5,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143934052","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}