Journal of Chemical Education最新文献

{"title":"Manual Grinding Promoted Synthesis of Functionalized 2,3-Dihydroperimidines: A Useful Introductory Laboratory Experiment in Organic Synthesis","authors":"Rashika,&nbsp;Deepika Thakur,&nbsp;Tannavi Badhan,&nbsp;Akhilesh K. Verma,&nbsp;Sushmita","doi":"10.1021/acs.jchemed.6c00240","DOIUrl":"https://doi.org/10.1021/acs.jchemed.6c00240","url":null,"abstract":"<p>This laboratory experiment presents an enhanced, environmentallybenign protocol for the manual grinding synthesis of 2,3-dihydroperimidinederivatives. These conditions make the reaction environmentally sustainable,providing a nontoxic and safer alternative to conventional volatileorganic solvents. The main goal of this experiment is to incorporateeco-friendly practices into synthetic organic chemistry while offeringa practical educational framework for postgraduate students and highlightingthe significance of sustainability in modern chemical synthesis. Byengaging in this hands-on demonstration, students will develop essentialskills, such as conducting a literature review, designing an experimentalprocedure, refining synthetic techniques, and evaluating results withina practical context. The activity also offers valuable exposure togreen chemistry practices and synthesis strategies. Overall, thisstudy demonstrates the practicality of incorporating green and easy-to-usemethodologies in academia and supports the continued development ofsustainable approaches in organic synthesis that follow green chemistryprinciples.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"103 10","pages":"5848–5856"},"PeriodicalIF":3.0,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149173488","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":"From Glassware to Canvas: Synthesizing Art with Methyl Orange and Fluorescein","authors":"Arturo García-Zavala,&nbsp;Susana Porcel,&nbsp;Margarita Romero Ávila,&nbsp;Mauricio Maldonado-Domínguez","doi":"10.1021/acs.jchemed.6c00079","DOIUrl":"https://doi.org/10.1021/acs.jchemed.6c00079","url":null,"abstract":"<p>This work describes the synthesisof methyl orange andfluoresceinand their applications in canvas painting. By modulation of the pHand concentration of methyl orange, a range of yellow, orange, andreddish hues can be obtained, illustrating its pH-dependent chromaticbehavior. In contrast, fluorescein contributes fluorescence-basedeffects: due to its tendency to form aggregates at higher concentrations,the fluorescence intensity of fluorescein-based paint depends stronglyon concentration, with differences becoming clearly observable uponexposure to UV light. By integration of concepts from organic chemistryand art, this approach provides a multidisciplinary, hands-on learningexperience that connects fundamental chemistry principles with artisticexpression through experimentation.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"103 10","pages":"6090–6100"},"PeriodicalIF":3.0,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149173490","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 Comparative Pedagogy for the n-Butyl Acetate Synthesis Experiment and Its Impact Assessment","authors":"Jingjing Xu,&nbsp;Manqing Xu","doi":"10.1021/acs.jchemed.5c01788","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c01788","url":null,"abstract":"<p>This article presents a multi-route instructional designfor theclassic synthesis of <em>n</em>-butyl acetate, aimed at addressingthe limited student autonomy, weak methodological comparison, andinsufficient engagement often observed in traditional single-procedurelaboratory instruction. Four experimental routes─direct reflux,Dean–Stark reflux with water pre-filled, Dean–Starkreflux with n-butanol pre-filled, and fractional distillation─wereimplemented in parallel by student groups following a “groupassignment–process communication–result comparison”model. The clearly differentiated yields, particularly the significantlyhigher average yield obtained with the n-butanol–filled Dean–Starktrap (∼67.27%), provided a strong basis for mechanism-drivendiscussion of water removal, azeotrope behavior, and equilibrium control.Classroom observations, laboratory reports, and questionnaire datacollectively indicate that the multi-route comparative approach enhancedstudent collaboration, analytical reasoning, transfer of prior knowledge,and scientific communication. This model demonstrates a practicaland scalable strategy for transforming verification-style experimentsinto inquiry-oriented, evidence-based learning experiences in theundergraduate organic chemistry laboratory.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"103 10","pages":"5772–5778"},"PeriodicalIF":3.0,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149173541","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":"Voltammetry Zoo: A 3D-Printed Electrode Laboratory Activity for Teaching Electrochemistry in Secondary Education","authors":"Diva B. Patel,&nbsp;Rora Whisby,&nbsp;Joshua Leonard,&nbsp;Ricoveer S. Shergill,&nbsp;Oliver Keattch,&nbsp;Chloe L. Miller,&nbsp;Bhavik A. Patel","doi":"10.1021/acs.jchemed.6c00949","DOIUrl":"https://doi.org/10.1021/acs.jchemed.6c00949","url":null,"abstract":"<p>Electrochemistry is often perceived as a conceptuallychallengingtopic, particularly at the secondary school level, due to the abstractnature of processes occurring at the electrode–solution interface.To address this, we present the “Voltammetry Zoo”, aninquiry-based laboratory activity that uses low-cost, 3D-printed animal-shapedelectrodes to introduce key electrochemical concepts in an engagingand accessible manner. Electrodes fabricated from carbon black–polylacticacid (CB/PLA) were designed to have a similar surface area but differinggeometries, enabling students to investigate how electrode shape influenceselectrochemical response using cyclic voltammetry of ferrocenemethanol.Students compare current responses across different electrode designs,encouraging hypothesis-driven learning and the exploration of structure–functionrelationships. Experimental results show a strong positive correlationbetween anodic peak current and electrode perimeter, while peak-to-peakseparation remains independent of geometry. Additional activities,including scan rate analysis and copper electrodeposition, providevisual and quantitative insights into diffusion-controlled processesand electroactive surface regions. Classroom implementation with secondaryschool students demonstrated high levels of engagement and accessibility,although conceptual understanding of voltammetry varied, highlightingopportunities for further instructional scaffolding. Overall, thisactivity integrates digital fabrication, visualization, and electrochemicalanalysis to support student understanding of mass transport, electrontransfer, and the influence of electrode design on analytical signals.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"103 10","pages":"6146–6153"},"PeriodicalIF":3.0,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149173545","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":"Student Voices Reflect Inquiry Chemistry Learning Goals: Increased Motivation and Efficacy Attributed to Scientific Practices and Sense-Making","authors":"Kathleen A. Bowe,&nbsp;Julia Y. K. Chan,&nbsp;Christopher F. Bauer","doi":"10.1021/acs.jchemed.5c01508","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c01508","url":null,"abstract":"<p>The student voice in inquiry learning is barely a whisperin theresearch literature. To amplify their voices, student focus groupinterviews were conducted during a college course designed to builda community of scientific practice. The course was organized to tryto change student epistemic perspectives about science (from rightor wrong facts to a self-correcting process driven by models and evidence)and to support development of intrinsic motivation to participate(from “I cannot” to “I can” do this).The course had interdisciplinary scope around core chemistry conceptscentered on the particulate nature of matter and structure/propertyrelationships. All 21 students participated in focus groups midwayand at the end of the course. Analysis of student comments delineatedfour themes: knowledge/epistemic development, peer interaction, ownership,and self-perception of competence. These student-identified themesaligned with the course design features. Students expressed feelingsof control and ownership of the scientific process. They perceiveda nonauthoritarian atmosphere that welcomed questions and uncertainty,that supported exploring and testing ideas, and that they claimedincreased their intrinsic motivation for doing science. Notably, studentsreport that this positive science learning experience was rarely encounteredin other science learning environments.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"103 10","pages":"5236–5246"},"PeriodicalIF":3.0,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149173614","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":"Time Capsules of Plastic: An Inquiry-Based Outreach Activity","authors":"Yujie Ma,&nbsp;Dylan P. Williams,&nbsp;Zoe Schnepp","doi":"10.1021/acs.jchemed.6c00670","DOIUrl":"https://doi.org/10.1021/acs.jchemed.6c00670","url":null,"abstract":"<p>Declining interest in science among young learners presentsa persistentchallenge for science education and chemical literacy. This studyreports on a 14-month, inquiry-based outreach program implementedwith children aged 7–9 in a UK school, centered on the environmentalchemistry of plastic degradation. Through hands-on investigation andguided inquiry, pupils explored the breakdown of materials in environmentalcontexts, linking chemical concepts to real-world sustainability issues.Evaluation of the program indicates that participation increased pupils’interest in science and enhanced their understanding of environmentalprocesses. Additionally, the activity broadened pupils’ perceptionsof scientists and the nature of scientific work. These findings demonstratethe effectiveness of early, context-driven inquiry-based approachesin fostering engagement with chemistry and promoting more informedand positive attitudes toward science.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"103 10","pages":"6127–6134"},"PeriodicalIF":3.0,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149173660","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":"Lessons for Students and Educators in Developing Quantum Mechanical Wave Functions Using Slater Determinant and Sum-of-Permutations Methodologies","authors":"Laura Marie Letellier,&nbsp;Sydney V. Dendekker,&nbsp;Lin Xiang,&nbsp;Kelly G. Pennell","doi":"10.1021/acs.jchemed.5c01862","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c01862","url":null,"abstract":"<p>Students who are engaged in understanding physical andchemicalphenomena and/or designing devices that involve various atomic andmolecular systems benefit from an understanding of general conceptsthat underlie quantum chemistry and quantum mechanics. Wave functionsare one of the most basic and important concepts for understandingquantum chemistry, but many students in quantum mechanics coursesstruggle to write and interpret these functions correctly. This Tutorialpresents novel instructional content related to the creation of multiparticlewave functions for multielectron systems using both the Slater determinantand the older sum-of-permutations equations. Late 20th century andearly 21st century textbooks typically utilize the Slater determinantfor describing multiparticle wave functions. Sum-of-permutations equationsthat are used in some early and mid-20th century texts and paperscan be ambiguous and confusing when compared to the Slater determinant.Herein, we clarify the ambiguity present in the sum-of-permutationsequations and provide guidance through examples and lessons to demonstratethat these older equations are equivalent to the newer Slater determinantform. By bridging the gap between past and current approaches forcreating multiparticle wave functions, this Tutorial elucidates multidisciplinaryteaching and learning opportunities in the area of quantum chemistryand quantum mechanics.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"103 10","pages":"5433–5440"},"PeriodicalIF":3.0,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149173360","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":"LMC’S SPARTAN: An Adapted Peer-Led Team Learning Program in a Malaysian Preuniversity Chemistry Course","authors":"Byron MC Michael Kadum,&nbsp;Muhammad Shazwan Sheikh Abdul Razak,&nbsp;Mardiana Amir Mizan,&nbsp;Renny Lee,&nbsp;Asyandi Mohd Nor,&nbsp;Nur Izzati Asyikin Hamzah,&nbsp;Nuratiyah Mohd Fauzin,&nbsp;Raudatul Jannah Mohd Yazid Goi,&nbsp;Muhammad Khairul Afiq Mohamed Halmi,&nbsp;Rozaimie Wahab,&nbsp;Nurul Anis Muhammad Zamri,&nbsp;Norazlinda Yaacop,&nbsp;Xiu Yuan Ong,&nbsp;Nurul Atiqah Zahari","doi":"10.1021/acs.jchemed.5c01663","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c01663","url":null,"abstract":"<p>Introductory chemistry courses in Malaysia’s one-yearpreuniversityprogram leave limited class time for guided problem solving, and manystudents struggle with foundational topics. This Activity describesLMC’S SPARTAN, a large-scale adapted peer-led team learning(PLTL)-based academic support program implemented in a Malaysian preuniversitychemistry course. The program has been implemented every semestersince Semester 1 of the 2024/2025 academic session; this Activityreports the Semester 1 2024/2025 rollout as an illustrative case.Using a Chemistry Diagnostic Test, 1,018 science students were groupedinto 288 same-cohort peer leaders (“Titans”) and 730mentees (“Olympians”) across 144 Spartan teams. A six-phaserollout combined diagnostic placement, data-driven team formation,online leadership profiling, targeted peer-leader training, threemultiweek peer-led workshop cycles on core general chemistry topics,and culminating program-level assessment and recognition activitiescoordinated through Google Workspace and Telegram. In a one-grouppre–post program evaluation, adapted Attitudes Toward GroupWork and Attitudes Toward Chemistry instruments were administeredbefore the peer-led workshop cycles and at program completion. Studentsreported significant increases in attitudes toward group work, from3.990 to 4.365, <em>t</em>(1017) = 15.086, <em>p</em> &lt; 0.001, <em>dz</em> = 0.473, and attitudes toward chemistry,from 3.801 to 4.175, <em>t</em>(1017) = 14.967, <em>p</em> &lt; 0.001, <em>dz</em> = 0.469. Improvements in the twooutcomes were positively associated (<em>r</em> = 0.564, <em>p</em> &lt; 0.001). Role-disaggregated analyses indicated positiveaffective gains for both Titans and Olympians, while supportive dimension-levelfindings suggested that students perceived chemistry as more manageable.The findings demonstrate that an adapted PLTL-based structure canbe implemented at scale in this setting and was associated with morepositive affective responses toward collaborative learning and chemistry.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"103 10","pages":"6076–6083"},"PeriodicalIF":3.0,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149173426","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":"What Systems Thinking Do We Seek to Develop in Chemistry Education?","authors":"Vicente Talanquer","doi":"10.1021/acs.jchemed.6c00956","DOIUrl":"https://doi.org/10.1021/acs.jchemed.6c00956","url":null,"abstract":"<p>Although systems thinking has becomea prominent goal of curricularreform in chemistry education, considerable variation exists in howit is conceptualized and implemented. In this Perspective, I arguethat many of these differences arise from underlying tensions thatare rarely discussed explicitly. These include tensions between descriptiveand inferential engagement, system structure and system dynamics analyses,mechanistic and systemic reasoning, disciplinary depth and interdisciplinarybreadth, epistemic and normative aims, and literacy and agency aseducational end points. Rather than viewing these tensions as problemsto be resolved, I suggest that they reflect different visions of thepurposes of systems thinking in chemistry education and provide aframework for examining the educational assumptions that underlieits diverse conceptualizations and implementations. Clarifying thesedistinctions may help the field articulate more coherent visions ofsystems thinking and design curricula, instructional experiences,and assessments that support its progressive development across educationalcontexts.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"103 10","pages":"5228–5235"},"PeriodicalIF":3.0,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149173427","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":"Mechanism-Centered Organic Chemistry Learning on a Chinese Video-Sharing Platform: A Ten-Year Case Study","authors":"Cunpu Li,&nbsp;Kuicat Li","doi":"10.1021/acs.jchemed.6c01029","DOIUrl":"https://doi.org/10.1021/acs.jchemed.6c01029","url":null,"abstract":"<p>Mechanisticreasoning is central to organic chemistry because learnersmust coordinate structure, electron movement, reaction conditions,selectivity, and synthetic logic. Outside formal classrooms, studentsoften seek supplementary explanations through open video platforms,yet the educational functions of these informal resources remain underexamined.This ten-year case study analyzes an organic chemistry video collectionon a Chinese video-sharing platform using platform metrics, videometadata, 4,195 comments, and 8,746 time-stamped viewer-generatedoverlay messages (danmaku). The collection functioned as a durablemechanism-learning infrastructure rather than a set of isolated videos.Foundational lectures supported structured review, named-reactionvideos served as just-in-time references, and mechanism-problem videosgenerated conceptually dense interaction. Across 12,941 text interactions,2,959 records (22.9%) were classified as mechanism/professional questions,and 3,492 records (27.0%) were classified as expressing high or midhighcognitive depth. Comments primarily captured reflective learning purposesand affective support, whereas danmaku provided time-resolved evidenceof in-video confusion, recognition, correction, and mechanistic discussion.Long-tail interaction patterns further showed that older videos continuedto support new learners years after publication. These findings suggestthat informal video platforms can extend organic chemistry learningbeyond institutional courses by making mechanism-centered explanationssearchable, revisitable, and socially annotated.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"103 10","pages":"5717–5722"},"PeriodicalIF":3.0,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149173429","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}