Journal of Chemical Education最新文献

{"title":"Online Interactive Activity: Using a Web-Based Multimedia Activity to Teach Balancing Chemical Equations","authors":"Matigan Hammer,&nbsp; and ,&nbsp;Erin M. G. Avram*,&nbsp;","doi":"10.1021/acs.jchemed.4c0078610.1021/acs.jchemed.4c00786","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00786https://doi.org/10.1021/acs.jchemed.4c00786","url":null,"abstract":"<p >Balancing chemical equations involves the application of the law of conservation of mass, which states that matter cannot be created or destroyed. Particularly for nonscience majors, this task can be challenging because it requires an understanding of the symbolic, submicroscopic, and macroscopic representation of chemical reactions. An online, interactive activity was developed and implemented in two introductory chemistry courses to instruct students on the theory and methods behind balancing chemical equations while providing frequent feedback about the learning process. This activity involves 8 sections, 4 sections delivering new content and 4 sections assessing student learning. The impact of this activity on student learning outcomes was measured using a pre–post study design, and student feedback on the activity was also collected. Overall, this activity provided an interactive and engaging way for students in introductory chemistry courses to learn how to balance chemical equations.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 10","pages":"4510–4516 4510–4516"},"PeriodicalIF":2.5,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c00786","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142402818","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":"Online Interactive Activity: Using a Web-Based Multimedia Activity to Teach Balancing Chemical Equations","authors":"Matigan Hammer, Erin M. G. Avram","doi":"10.1021/acs.jchemed.4c00786","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00786","url":null,"abstract":"Balancing chemical equations involves the application of the law of conservation of mass, which states that matter cannot be created or destroyed. Particularly for nonscience majors, this task can be challenging because it requires an understanding of the symbolic, submicroscopic, and macroscopic representation of chemical reactions. An online, interactive activity was developed and implemented in two introductory chemistry courses to instruct students on the theory and methods behind balancing chemical equations while providing frequent feedback about the learning process. This activity involves 8 sections, 4 sections delivering new content and 4 sections assessing student learning. The impact of this activity on student learning outcomes was measured using a pre–post study design, and student feedback on the activity was also collected. Overall, this activity provided an interactive and engaging way for students in introductory chemistry courses to learn how to balance chemical equations.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"10 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142247583","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":"Exploring Emergent Properties in Chemistry Education: A Philosophical Perspective on the Molecular Revolution","authors":"Ricardo Vivas-Reyes, Daniela Navarro, Luis E. Cortes","doi":"10.1021/acs.jchemed.4c00238","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00238","url":null,"abstract":"This contribution delves into the intersection of philosophy and chemistry education by exploring the concepts of emergent properties and Félix Guattari’s “molecular revolution”. It highlights the pivotal role these philosophical ideas play in enriching the pedagogy of chemistry, offering new perspectives on the intricate relationship between molecular processes and macroscopic phenomena. The study proposes the integration of these concepts into chemistry education to foster a comprehensive understanding of chemical systems, emphasizing the importance of interdisciplinary approaches. Through practical cases and exercises, the paper demonstrates the application of these ideas in the classroom, particularly in enhancing students’ critical thinking and problem-solving skills. It also addresses the challenges faced by students in grasping the complexity of emergent properties, advocating for a shift from traditional reductionist views to a more holistic and dynamic understanding of chemistry. The findings suggest a paradigm shift in chemistry education, promoting the incorporation of diverse philosophical perspectives to facilitate a deeper engagement with the subject matter. Ultimately, the paper underscores the need for continuous adaptation of teaching methodologies to accommodate the evolving nature of chemical education and its broader implications.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"10 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142247582","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*,&nbsp;Marlon Schneider and Silvija Markic,&nbsp;","doi":"10.1021/acs.jchemed.4c0040410.1021/acs.jchemed.4c00404","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00404https://doi.org/10.1021/acs.jchemed.4c00404","url":null,"abstract":"<p >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.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 10","pages":"4083–4092 4083–4092"},"PeriodicalIF":2.5,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c00404","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142402754","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":"Graphene Aerogel in the Classroom: A Tiered Approach to Learning and Analysis Using Scanning Electron Microscopy","authors":"TaNia Donatto, Daniella Duran, Abigail Carbone, Debbie G. Senesky","doi":"10.1021/acs.jchemed.4c00723","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00723","url":null,"abstract":"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.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"65 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142247586","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":"Enhancing Students’ Understanding of Mechanochemistry through Quantum Chemistry Simulations","authors":"Chuan Wang, Ziqiu Wang","doi":"10.1021/acs.jchemed.4c00523","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00523","url":null,"abstract":"Mechanochemistry is a rapidly evolving field in chemistry, but learning and understanding mechanochemistry is challenging for college students due to its intricate microscale mechanisms. This study focuses on utilizing quantum chemistry simulations as a teaching exercise to facilitate a deeper understanding of mechanochemistry. By integrating computational tools into the learning process, students gain insight into the underlying mechanochemistry mechanisms and appreciate the significance of quantum chemistry in elucidating mechanochemical reactions. Through the analysis of key quantum chemical parameters, such as system energy, bond lengths, bond orders, and spin density, students explore the intricacies of mechanochemical reactions. This teaching exercise not only cultivates students’ chemical intuition and innovative thinking abilities but also provides educators with an engaging and effective teaching method.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"14 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142247585","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":"Enhancing Students’ Understanding of Mechanochemistry through Quantum Chemistry Simulations","authors":"Chuan Wang*,&nbsp; and ,&nbsp;Ziqiu Wang,&nbsp;","doi":"10.1021/acs.jchemed.4c0052310.1021/acs.jchemed.4c00523","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00523https://doi.org/10.1021/acs.jchemed.4c00523","url":null,"abstract":"<p >Mechanochemistry is a rapidly evolving field in chemistry, but learning and understanding mechanochemistry is challenging for college students due to its intricate microscale mechanisms. This study focuses on utilizing quantum chemistry simulations as a teaching exercise to facilitate a deeper understanding of mechanochemistry. By integrating computational tools into the learning process, students gain insight into the underlying mechanochemistry mechanisms and appreciate the significance of quantum chemistry in elucidating mechanochemical reactions. Through the analysis of key quantum chemical parameters, such as system energy, bond lengths, bond orders, and spin density, students explore the intricacies of mechanochemical reactions. This teaching exercise not only cultivates students’ chemical intuition and innovative thinking abilities but also provides educators with an engaging and effective teaching method.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 10","pages":"4495–4501 4495–4501"},"PeriodicalIF":2.5,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142403013","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":"Mathematical Modeling of Cooling Curve of One Component Phase Transition System","authors":"Bojun Shi, Ruixin Liao, Yuai Duan, Jing Yuan, Zhanfang Ma","doi":"10.1021/acs.jchemed.4c00876","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00876","url":null,"abstract":"Cooling curves of melts provide a wealth of information regarding latent heat, heat transfer, the Gibbs phase rule, and mass transfer kinetics during phase transition. In this study, a computer-based activity was designed to deepen upper-level undergraduate students’ comprehension of the intricate phase transition process. This activity primarily employs mathematical modeling methods based on conservation of energy and crystallization kinetic equations to derive a mathematical relationship between temperature and time during the supercooling phase transition of a single-component metal. Mathematics teaching software GeoGebra was utilized for graphing and comparing the derived mathematic model with experimental data. Following the activity, students’ learning outcomes were evaluated using a questionnaire. The average score was 86.87 for the first round of students and 88.26 for the second round of students. Incorporating mathematical modeling of cooling curves into physical chemistry laboratory teaching has resulted in noticeable enhancement in the student’s learning. Overall, this activity effectively enhanced students’ comprehension of mathematical modeling, computational skills, and problem solving skills. The activity significantly enriches students’ comprehensive understanding of cooling curves and associated experiments in physical chemistry.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"61 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192241","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":"Mathematical Modeling of Cooling Curve of One Component Phase Transition System","authors":"Bojun Shi,&nbsp;Ruixin Liao,&nbsp;Yuai Duan,&nbsp;Jing Yuan* and Zhanfang Ma*,&nbsp;","doi":"10.1021/acs.jchemed.4c0087610.1021/acs.jchemed.4c00876","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00876https://doi.org/10.1021/acs.jchemed.4c00876","url":null,"abstract":"<p >Cooling curves of melts provide a wealth of information regarding latent heat, heat transfer, the Gibbs phase rule, and mass transfer kinetics during phase transition. In this study, a computer-based activity was designed to deepen upper-level undergraduate students’ comprehension of the intricate phase transition process. This activity primarily employs mathematical modeling methods based on conservation of energy and crystallization kinetic equations to derive a mathematical relationship between temperature and time during the supercooling phase transition of a single-component metal. Mathematics teaching software GeoGebra was utilized for graphing and comparing the derived mathematic model with experimental data. Following the activity, students’ learning outcomes were evaluated using a questionnaire. The average score was 86.87 for the first round of students and 88.26 for the second round of students. Incorporating mathematical modeling of cooling curves into physical chemistry laboratory teaching has resulted in noticeable enhancement in the student’s learning. Overall, this activity effectively enhanced students’ comprehension of mathematical modeling, computational skills, and problem solving skills. The activity significantly enriches students’ comprehensive understanding of cooling curves and associated experiments in physical chemistry.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 10","pages":"4517–4522 4517–4522"},"PeriodicalIF":2.5,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142403316","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":"Feelings of Shame in a First Semester Organic Chemistry Course: Associations between Shame and Examination Performance for Multiple Learner Groups","authors":"Stephanie J. H. Frost, Justin M. Pratt, Daniel Cruz-Ramírez de Arellano, Kimberly Bliss-Roche, Jeffrey R. Raker","doi":"10.1021/acs.jchemed.4c00754","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00754","url":null,"abstract":"Shame is a largely understudied construct in chemistry course contexts compared to other feelings and experiences (e.g., test anxiety, motivation). Introductory organic chemistry courses offer a unique context for exploring shame as the course has a particular reputation for being difficult and many learners begin the course concerned about their performance due to its importance for future studies, both stances associated with an increased potential to experience shame. In this study, we explore shame using the Control-Value Theory lens, considering the relationship between shame and performance measures and any differences between shame experiences and learner groups (i.e., binary sex and race/ethnicity). We measured shame using the Achievement Emotions Questionnaire-Organic Chemistry (AEQ-OCHEM) in the first semester of a yearlong organic chemistry course; shame was measured in relation to the classroom, study, and testing contexts. Confirmatory factor analyses resulted in evidence of appropriate model fit, with necessary measurement invariance evidence for group comparisons. Results corroborate the theory that shame experiences are associated with performance (e.g., increased shame is associated with decreased organic chemistry examination performance). Results of two-way ANOVAs resulted in evidence of differing shame experiences by learner groups (i.e., binary sex and race/ethnicity) despite no evidence of differences by those groups in examination or overall course performance. These results suggest that chemistry instructors should be cognizant of their classroom environments, consider the messaging of high-stakes assessments, and implement activities to assist chemistry learners in coping with shame (and other negative) experiences. Researchers should consider how shame is interrelated with other measures associated with course performance (e.g., motivation, utility value) and how shame experiences across time are reciprocally associated with chemistry course performance.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"59 2 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192243","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}