Journal of Chemical Education最新文献

{"title":"MedChem Game: Gamification of Drug Design","authors":"Tomasz Danel*,&nbsp;Jan Łȩski,&nbsp;Sabina Podlewska and Igor T. Podolak,&nbsp;","doi":"10.1021/acs.jchemed.4c0025310.1021/acs.jchemed.4c00253","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00253https://doi.org/10.1021/acs.jchemed.4c00253","url":null,"abstract":"<p >The growing importance of computer methods in drug discovery encourages greater accessibility of cheminformatics tools. The methods that enable automated analysis of molecules, e.g., molecular docking or machine learning models, remain out of reach for nonexpert computer users. To address the shortage of easily accessible tools that can be used to practice drug design, we created MedChem Game, an Android application that uses gamification and artificial intelligence to help users learn about medicinal chemistry and design new small-molecule drugs. Our application includes a simplified molecule drawing tool used to propose new drug candidates that can be docked to one of the four target proteins currently implemented in the game. Additionally, we have implemented a 3D ligand–protein viewer so that players can inspect molecular docking results. All the designed compounds are stored in a database with the sequence of operations the user performs. The key component of our system is a continuously trained deep generative model that utilizes user-developed compounds to improve the quality of generated molecules. Learning directly from the expertise and creativity of players, including medicinal chemists, could help advance computer-aided drug design in the future. Moreover, MedChem Game could be a useful supplement to courses on small-molecule drug design.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 10","pages":"4454–4461 4454–4461"},"PeriodicalIF":2.5,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142403068","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":"Inquiry-Based Experiments with No-Mess Markers","authors":"Thomas S. Kuntzleman, Joshua B. Kenney, Melissa Hemling","doi":"10.1021/acs.jchemed.4c00919","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00919","url":null,"abstract":"A previous article in this <i>Journal</i> focuses on “No-Mess” coloring products that utilize the chemical reaction between colorless leuco dyes and zinc ions, which act as Lewis acids ( <cite><i>J. Chem. Educ.</i></cite> <span>2022</span>, <em>99</em> (6), 2364−2371). This reaction causes the leuco dyes to become colored. There are two main types of No-Mess marking systems. The first type includes markers containing leuco dyes that become colored upon contact with zinc ions embedded in marking paper. In the second type, the system is reversed. The markers contain zinc ions that activate leuco dyes embedded in the paper. These products offer new opportunities for guided and open inquiry-based investigations. This paper reports that solutions of zinc ions develop the color of leuco marker dyes to a degree comparable with commercial systems. While solutions of other metal ions also induce this color change, they do so to a lesser extent. Therefore, using zinc ion solutions allows for experiments and demonstrations with No-Mess marking products to be more visually stimulating than those previously reported.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"106 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142268103","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":"Application of Specifications Grading to an Analytical Chemistry Lab","authors":"Elizabeth B. Cerkez","doi":"10.1021/acs.jchemed.4c00784","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00784","url":null,"abstract":"Specifications Grading was implemented in a multisection upper-level analytical chemistry laboratory, the first reported for a full lab course redesign in the discipline or in an upper-level chemistry lab class. The primary goals of the redesign were (1) to assess student proficiency of three separate goals: techniques, data quality, and written communication, with three separate assignments, (2) to encourage growth across the semester, providing students the opportunity to show their improvement, and (3) to implement a clear grading system that emphasized equity across the multisection course. Mark distributions on assignments show an increase in students earning exemplary marks on first attempts as the semester progressed, indicating improvement not only within assignments but also across assignments. Student feedback surveys indicate high satisfaction with the grading scheme, with over 72% of survey respondents indicating they would like the grading scheme applied to other courses. Additionally, survey results demonstrate success in achieving the three goals, with students able to articulate the benefits associated with the priorities of the course structure. A particular focus was on the actionability and timeliness of instructor feedback, a hallmark of specifications grading, which students also highly rated. Teaching Assistant feedback indicated that, despite more time spent on grading, teaching satisfaction was higher compared to other courses. The use of regular student feedback to improve the course design is also discussed.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"7 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142247580","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":"Critical Chemical Literacy as a Main Goal of Chemistry Education Aiming for Climate Empowerment and Agency","authors":"Jesper Sjöström*,&nbsp;Merve Yavuzkaya,&nbsp;Gonzalo Guerrero and Ingo Eilks,&nbsp;","doi":"10.1021/acs.jchemed.4c0045210.1021/acs.jchemed.4c00452","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00452https://doi.org/10.1021/acs.jchemed.4c00452","url":null,"abstract":"<p >In this article, we regard what we call critical chemical literacy as a basis for climate empowerment and agency from a chemistry education point of view. We explain what we mean by critical chemical literacy by presenting four frameworks/models, all based on previous research but here developed with critical chemical literacy as a guiding principle. One of these frameworks/models consists of the following four main aspects: powerful chemical conceptual knowledge, powerful knowledge about chemical practices, powerful knowledge about chemistry in society, and eco-reflexive chemical agency. Another framework/model highlights three visions of chemistry education, from focusing only on concepts, via also focusing on context, to an inclusive, critical, and eco-reflexive vision focusing on complexity and responsibility. All four frameworks/models can support chemistry educators’ considerations concerning content, teaching, and learning in and about chemistry in relation to, for instance, climate issues.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 10","pages":"4189–4195 4189–4195"},"PeriodicalIF":2.5,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c00452","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142403252","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":"Efficient Detection of Low-Content Diamond Crystals in Sand via X-ray Powder Diffraction: A Guided-Inquiry Instrumental Analysis Laboratory Experiment","authors":"Wanqun Zhang, Lingling Li, Quan Lan, Si Liu, Pingping Zhu","doi":"10.1021/acs.jchemed.4c00730","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00730","url":null,"abstract":"X-ray powder diffraction (XRPD) is a highly significant analytical method for the identification of crystalline phases in powder and solid samples. In this study, we introduced XRPD analysis into a guided-inquiry laboratory experiment for students to identify large-sized, low-content diamond crystals present in sand. This task presents a significant challenge for conventional XRPD phase analysis because when the grains in the specimen are both excessively large and very few, some reflections in the XRPD pattern may be anomalously intense or absent. Under the instructor’s guidance, the students endeavored to establish a method (rocking scanning) to assess the presence of low-content diamond crystals. In this creative work, a thorough rocking scan of the (111), (220), and (311) planes revealed the presence of low-content diamonds in the sand. Additionally, the students prepared standard mixture samples using commercial diamond powder to establish the detection limit of diamond crystals under the current conditions. The rocking-scan method simplifies the identification of large, low-content crystals in mixed-phase systems, typically requiring sophisticated equipment and techniques. Therefore, this experiment can be likened to a treasure-seeking activity in the sand. The experiment provided experience with a new analytical method that demanded considerations and analysis not common to the other methods discussed in the course. Students were motivated by the opportunity to design their own projects and by the real-world potential implications of their findings. Through this project, the instructors gained experience in applying XRPD analytical techniques in the field and in the classroom. The students likewise benefited as they gained a deep understanding of fundamental concepts of XRPD. Moreover, the utility of the guided-inquiry laboratory experiment considerably motivates students, enhances student learning, and improves student critical-thinking and problem-solving ability, according to the results of a student survey.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"20 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142268102","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":"Virtual Reality in an Eco-Niche Undergraduate Organic Chemistry Laboratory Course: New Practice in Chemistry Lab Teaching","authors":"Biljana Mojsoska, Prajakt Pande, Morten Erik Moeller, Praveen Ramasamy, Per Meyer Jepsen","doi":"10.1021/acs.jchemed.4c00099","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00099","url":null,"abstract":"Virtual reality (VR) tools are gaining attention among science educators. However, evaluations of VR’s educational effectiveness, particularly in ecological settings and hands-on lab-based undergraduate education (e.g., chemistry), remain limited. In this study, we report our efforts to implement VR as a laboratory pretraining activity in an introductory Organic Chemistry for first year undergraduate students. We developed a VR-integrated pedagogical practice for students (<i>n</i> = 59) enrolled in interdisciplinary studies at Roskilde University Denmark. The study procedure involved (i) a pretest, (ii) a virtual experiment to identify organic reactions performed in a VR simulation, (iii) a real lab experiment of selected organic reactions, and (iv) a post-test. To investigate learning outcomes, survey data were collected and analyzed for reliability and statistical gains across several cognitive and affective aspects of learning. We found that using VR simulations as a pretraining teaching tool improved students’ overall cognitive engagement with organic chemistry lab exercises. While there was no significant increase in students’ intrinsic motivation and self-efficacy, their post-intervention perceived learning scores were quite high. However, implementing VR pretraining intervention in ecological/niche lab courses is complex and involves several technical and pedagogical limitations that warrant further attention.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"39 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142247874","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":"Critical Chemical Literacy as a Main Goal of Chemistry Education Aiming for Climate Empowerment and Agency","authors":"Jesper Sjöström, Merve Yavuzkaya, Gonzalo Guerrero, Ingo Eilks","doi":"10.1021/acs.jchemed.4c00452","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00452","url":null,"abstract":"In this article, we regard what we call critical chemical literacy as a basis for climate empowerment and agency from a chemistry education point of view. We explain what we mean by critical chemical literacy by presenting four frameworks/models, all based on previous research but here developed with critical chemical literacy as a guiding principle. One of these frameworks/models consists of the following four main aspects: powerful chemical conceptual knowledge, powerful knowledge about chemical practices, powerful knowledge about chemistry in society, and eco-reflexive chemical agency. Another framework/model highlights three visions of chemistry education, from focusing only on concepts, via also focusing on context, to an inclusive, critical, and eco-reflexive vision focusing on complexity and responsibility. All four frameworks/models can support chemistry educators’ considerations concerning content, teaching, and learning in and about chemistry in relation to, for instance, climate issues.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"10 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142247579","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":"Da Vinci Project: Educating Sustainability Change-Makers with Transdisciplinary Challenge-Based Learning and Design Thinking","authors":"Fieke Sluijs, Sabine G. Uijl, Eelco T.C. Vogt, Bert M. Weckhuysen","doi":"10.1021/acs.jchemed.4c00158","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00158","url":null,"abstract":"Sustainability transitions need professionals with specific skills and attitudes that students often do not develop in their regular chemistry education. To foster sustainability change-maker competencies, we suggest augmenting higher education curricula, e.g., chemical degree programs, with transdisciplinary challenge-based learning combined with design thinking. The Da Vinci Project at Utrecht University (UU) in The Netherlands explores this approach, aiming to cultivate the undergraduates’ sustainability change-maker competencies. After five years of experience, we reflected on the students’ learning outcomes in this UU honors program. We conclude that transdisciplinary challenge-based education combined with design thinking provides unique opportunities for students to develop valuable skills and attitudes for navigating sustainability transitions, including the transition toward sustainable chemistry. These involve collaboration, communication, creative thinking, integrative problem-solving, stakeholder engagement, openness, empathy, the ability to deal with uncertainty and complexity, self-awareness, critical reflection, courage, and perseverance.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"33 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142247581","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":"Graphene Aerogel in the Classroom: A Tiered Approach to Learning and Analysis Using Scanning Electron Microscopy","authors":"TaNia Donatto,&nbsp;Daniella Duran*,&nbsp;Abigail Carbone and Debbie G. Senesky,&nbsp;","doi":"10.1021/acs.jchemed.4c0072310.1021/acs.jchemed.4c00723","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00723https://doi.org/10.1021/acs.jchemed.4c00723","url":null,"abstract":"<p >Graphene aerogel (GA) is an ultralightweight material that has garnered much attention within recent decades due to its unique properties and wide-ranging applications from environmental protection to electronic devices. However, it is not well-known outside of those who study it. A common tool for characterizing the microstructure of GA and materials generally on the micrometer and nanometer scales is scanning electron microscopy (SEM), a tool educators can access via the Remotely Accessible Instruments for Nanotechnology (RAIN) and Hitachi programs. Partnered with this technique, the novel attributes of GA make it a good candidate for introducing nanoscience, as well as engineering concepts and analysis, into the classroom across a variety of age groups prior to advanced postsecondary education. This activity outlines a framework for a tiered approach to learning, allowing educators to build off each tier to build understanding, incorporate new concepts into current lessons, and tailor content to the students’ resource capacity and background knowledge. Multiple modes of learning are outlined across three tiers, where instructors are encouraged to pick and choose what suits their learning environments the best. To demonstrate this, two cohorts of students, from local community colleges and a local elementary school, participated in a subset of the activities as a part of Stanford University’s nano@stanford outreach events. Both groups thoroughly engaged with the activity and, through surveys, indicated an overall trend that their interest and understanding of nanoscience and nanotechnology increased.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 10","pages":"4502–4509 4502–4509"},"PeriodicalIF":2.5,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142402817","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":"Secondary School Teachers’ Beliefs about the Role of Culture in Chemistry Class and Their Ways of Considering and Engaging in It","authors":"Lilith Rüschenpöhler, Marlon Schneider, Silvija Markic","doi":"10.1021/acs.jchemed.4c00404","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00404","url":null,"abstract":"Due to the scarcity of studies on culturally responsive teaching in secondary school chemistry education, the goal of this study was to establish chemistry teachers’ beliefs about the role of culture in chemistry class and their ways of considering and engaging in it. Seven secondary school chemistry teachers were interviewed. The data were analyzed using qualitative content analysis against the backdrop of structuralist and poststructuralist conceptions of culture. The teachers regarded culture in general as an enrichment in school and many of them showed a very nuanced concept of culture, comprising both structuralist and poststructuralist elements. However, they accorded only minor importance to the impact of culture on chemistry teaching and learning and tended to employ only a structuralist view of culture in their chemistry classroom. This creates tensions in their teaching and could be a source of discriminatory practices in chemistry class. It is argued that chemistry-specific approaches to culturally relevant science teaching need to be developed and implemented in secondary school teacher education to support teachers’ equitable chemistry teaching in secondary school. Implications for chemistry education research and teaching are discussed.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142247584","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}