Journal of Chemical Education最新文献

{"title":"Are Traditional Chemistry Courses Male-Gendered?","authors":"Vicente Talanquer*,&nbsp;","doi":"10.1021/acs.jchemed.4c0078010.1021/acs.jchemed.4c00780","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00780https://doi.org/10.1021/acs.jchemed.4c00780","url":null,"abstract":"<p >Research in education reveals problematic differences in the motivation, performance, and persistence of female students versus male students in STEM courses. These differences can be linked to structural and systemic factors influencing curricular, instruction, and assessment decisions that disproportionally affect female students. In this article, I summarize relevant results from the research literature on gender issues in STEM courses and analyze data collected in general chemistry classes to delve into the problem. Findings suggest that traditional learning environments in foundational chemistry courses at the university level are likely inequitable to female students and thus are male-gendered. Implications for teaching these courses are discussed.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 1","pages":"147–154 147–154"},"PeriodicalIF":2.5,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143084810","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":"Visualizing Le Châtelier’s Principle through Lead-EDTA Complexometric Titrations","authors":"James Doble,&nbsp;Emily Grabau,&nbsp;Kaitlyn Henry,&nbsp;Rylee Rosenberg,&nbsp;Corrine Tomasko,&nbsp;Makenna Karshbaum,&nbsp;Brian Gute and Jacob W. Wainman*,&nbsp;","doi":"10.1021/acs.jchemed.4c0046910.1021/acs.jchemed.4c00469","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00469https://doi.org/10.1021/acs.jchemed.4c00469","url":null,"abstract":"<p >Le Châtelier’s Principle is a concept that is taught in General Chemistry. Most instructional laboratory experiments demonstrating Le Châtelier’s Principle shift the equilibrium by temperature and use UV–vis absorption spectroscopy to characterize the change. We present an EDTA complexometric titration to demonstrate Le Châtelier’s Principle while determining an aqueous lead ion concentration. The titration consists of two connected equilibria which shift according to Le Châtelier’s Principle throughout the titration. The lead(II) hydroxide solids dissolve to produce free lead(II) ions which can bond with the EDTA. The shifting equilibria can be seen in real time by the dissolution of lead(II) hydroxide and the color shifts of the indicator. We also discuss a real world application of determining an aqueous lead(II) ion concentration via this titration. The students were asked four postlaboratory questions related to the reactions and Le Châtelier’s Principle. A real world application of the titration is also provided.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 1","pages":"304–310 304–310"},"PeriodicalIF":2.5,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c00469","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143084475","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":"Knoevenagel Synthesis and NMR Analysis of Stilbene Derivatives","authors":"Isabella Bolzenius,&nbsp;Zach Giamis,&nbsp;Jillian Mulholland,&nbsp;Maggie Schoener,&nbsp;Kate Dosch,&nbsp;Raven Holman,&nbsp;Jazmin Camacho,&nbsp;Matthew S. McConnell* and Thottumkara K. Vinod*,&nbsp;","doi":"10.1021/acs.jchemed.4c0079810.1021/acs.jchemed.4c00798","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00798https://doi.org/10.1021/acs.jchemed.4c00798","url":null,"abstract":"<p >A green laboratory experiment for the synthesis of substituted stilbenes via a Knoevenagel-type condensation reaction has been developed for undergraduate instruction. By incorporating several green chemistry principles, the modified procedure is operationally simple and can be completed within two typical lab periods. This experiment allows students to review and refine their mechanistic understanding and spectroscopic skills. Moreover, it is cost-effective and suitable for large groups, minimizing the financial burden on departmental budgets. The experiment serves as an effective pedagogical tool in promoting green chemistry in chemical education.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 1","pages":"324–330 324–330"},"PeriodicalIF":2.5,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143084473","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":"Investigating Preservice Science Teachers’ Perceived Values of an Interdisciplinary Climate Change Laboratory Project","authors":"Yujuan Liu*,&nbsp; and ,&nbsp;Xisen Wang,&nbsp;","doi":"10.1021/acs.jchemed.4c0044210.1021/acs.jchemed.4c00442","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00442https://doi.org/10.1021/acs.jchemed.4c00442","url":null,"abstract":"<p >Authentic learning involves activities situated within real-world contexts or possessing significant relevance and applicability to real-life situations. In the educational context, perceived value refers to a student’s subjective assessment of the worth of an educational service, encompassing both tangible and intangible benefits. This study investigates the preservice science teachers’ (PSTs’) perceived value of an interdisciplinary climate change laboratory project in a chemistry course for non-STEM majors. The PSTs’ written responses underwent qualitative analysis to uncover themes related to the perceived value of the climate change project. The analysis revealed three key themes: enhanced conceptual understanding of climate change knowledge, empowerment to adopt mitigation methods, and preparation for future science education careers. The results of the climate change knowledge survey revealed that PSTs in the experimental group who responded to the writing prompt on perceived value demonstrated significantly higher performance compared to those who did not respond to the writing prompt in the control group after the Climate Change Project, while PSTs in the control and experimental groups demonstrated similar level of knowledge before the Climate Change Project. This qualitative study addresses a critical gap in climate change education research by exploring the impact on affective variables (perceived values). The findings underscore the importance of employing authentic learning experience that not only engage students in the learning process but also enhance the relevance of science within real-world contexts.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 1","pages":"94–101 94–101"},"PeriodicalIF":2.5,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c00442","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143087471","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":"Implementation of a Specifications Grading System in Four Upper Division Chemistry Courses","authors":"Michael J. Drummond*,&nbsp;LeeAnn M. Sager-Smith and Jennifer Fishovitz,&nbsp;","doi":"10.1021/acs.jchemed.4c0095310.1021/acs.jchemed.4c00953","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00953https://doi.org/10.1021/acs.jchemed.4c00953","url":null,"abstract":"<p >Specifications (specs) grading systems use a “checklist” approach to assessing students that asks them to demonstrate a high level of proficiency in course content, often coupled with multiple attempts at revision. Students also must demonstrate mastery in some specs to earn high letter grades. There have been several reports in lower division college chemistry courses that use specs grading systems (e.g., general and organic chemistries), but there remains a dearth of accounts of specs grading systems in upper division courses. In this manuscript, we report on the use of specs grading systems at a primarily undergraduate women’s college in four upper division chemistry courses: biochemistry, inorganic chemistry, thermodynamics, and quantum mechanics. The conceptual framework for designing specs tailored to upper division chemistry courses and their use to assess student understanding of course content are shared along with student outcomes and feedback. The upper division students generally had a positive view of the specs grading system with students viewing themselves as working hard on assessments that were tough but fair. Finally, instructor comments are presented in an effort to highlight the perceived benefits and challenges of specs grading to future adopters.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 1","pages":"207–215 207–215"},"PeriodicalIF":2.5,"publicationDate":"2024-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143087072","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":"Comparison of the Effects of Metacognition Instruction, Voices of Role Models, and the Synergy of the Interventions on Students’ Achievement Scores and Perceived Belonging in a General Chemistry Course","authors":"Althea Hewitt,&nbsp;Rukayya Fall,&nbsp;Shanmugam Puvanendran,&nbsp;Mwarumba Mwavita and Jacinta M. Mutambuki*,&nbsp;","doi":"10.1021/acs.jchemed.4c0085110.1021/acs.jchemed.4c00851","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00851https://doi.org/10.1021/acs.jchemed.4c00851","url":null,"abstract":"<p >Teaching students metacognition, the awareness of what they know and how they know it, and integrating role models in STEM courses have been shown to improve performance scores and students’ learning experiences in college classrooms. Importantly, students’ sense of belonging to their domains of study is critical for progression into STEM programs and careers. However, there are limited comparative studies, if any, that have investigated the effects of metacognition instruction versus exposing students to role models─people they can emulate, on students’ achievement scores and perceived belongingness in postsecondary chemistry education. The current experimental study investigated the effects of three treatment conditions, namely: voices of role models in STEM (Condition 1), metacognition instruction (Condition 2), and the two combined approaches (Condition 3), on General Chemistry I students’ achievement scores and perceived general belongingness. Additionally, we investigated the relationship between the averaged belonging scores and the final exam scores. A 5-point Likert-scaled belonging survey was utilized to measure belongingness and exam scores to measure the achievement variable. The treatment conditions were implemented after the course participants completed Exam 1. One-way ANCOVA results showed that when controlling for exam 1 score, statistically significant differences between the treatment conditions were evident on the final exam only, with a small effect size (η_p² = 0.031). Posthoc tests revealed participants in the “combined” treatment conditions performed significantly better than those in the role models condition. The estimated marginal means showed that although participants assigned to Condition 1 performed significantly better than those in Conditions 2 and 3 prior to the implementation of the interventions, the opportunity gaps in the achievement scores were closed in the final cumulative exam. One-way ANOVA showed nonsignificant differences in mean rating scores among the three treatment conditions on the reported belonging (<i>p</i> &gt; 0.05). However, the Pearson correlation showed the final exam score increased with the increase in the belonging score. Belonging explained 9.5% of the final exam for the entire study sample and 11.4% for Condition 3 (medium correlations), about 25.3% for Condition 2 (strong correlation), and 0.9% for Condition 1 (weak correlation). These results emphasize the importance of metacognition instruction and the need to blend it with inclusive teaching practices in General Chemistry classrooms.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 1","pages":"183–193 183–193"},"PeriodicalIF":2.5,"publicationDate":"2024-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143087074","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":"Stocked: An Educational Lab Safety Card Game","authors":"Dustin J. Steele,&nbsp;Sutter K. Kraetzer and Jennifer A. Cassano*,&nbsp;","doi":"10.1021/acs.jchemed.4c0097510.1021/acs.jchemed.4c00975","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00975https://doi.org/10.1021/acs.jchemed.4c00975","url":null,"abstract":"<p >Laboratory safety is an important issue in academic settings. To address the challenge of effectively teaching lab safety, we developed an educational card game titled Stocked. This game incorporates gamification elements to enhance student engagement and familiarity with common laboratory safety items and equipment. This paper outlines the game’s development and preliminary evaluation. A survey was conducted to gain feedback from the players, and a SWOT analysis was performed. Players found Stocked to be a fun, fast-paced, and engaging game.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 1","pages":"223–228 223–228"},"PeriodicalIF":2.5,"publicationDate":"2024-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c00975","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143087169","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":"The Impact of In-Class Breathing Exercises on Student Mental Health in a General Chemistry 1 Lecture: A Mixed Method Analysis","authors":"Alex Korfiatis,&nbsp;Amrita Chaturvedi,&nbsp;Jen Tennison and Asmira Alagic*,&nbsp;","doi":"10.1021/acs.jchemed.4c0084910.1021/acs.jchemed.4c00849","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00849https://doi.org/10.1021/acs.jchemed.4c00849","url":null,"abstract":"<p >This study investigates the implementation and outcomes of a mindfulness-based intervention, specifically focused on breathing exercises, within a chemistry classroom setting. Amidst the backdrop of widespread stress, anxiety, and depression among college students─intensified by the challenges of the COVID-19 pandemic─this study presents a targeted in-class approach to enhance mental health. The intervention, integrated into a General Chemistry 1 course, screened for baseline anxiety and mindfulness and aimed to address the high levels of stress particularly prevalent among first-time college students. Through a mixed-methods analysis, the study engaged students in a semester-long 5 min breathing intervention, evaluating its effects on their levels of anxiety and mindfulness via interviews and pre–post-intervention assessments using the GAD-7 (General Anxiety Disorder-7) scale and MAAS (Mindfulness Attention Awareness Scale). Quantitative findings revealed notable high baseline levels of anxiety in students, and qualitative analysis of semistructured interviews highlighted the intervention’s role in fostering a sense of calmness, focus, and reduction of anxiety, contributing to a more conducive learning environment. Data show that severe anxiety levels increased by 10% while mindfulness decreased by 3% at the end of the semester.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 1","pages":"173–182 173–182"},"PeriodicalIF":2.5,"publicationDate":"2024-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143087338","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":"Contextual Analysis of Scientific Publications for Advancing Writing Skills (CASPArS): Self-Learning for Science Writing Using Top Scientists’ Literature","authors":"Jun Ohata*,&nbsp;James D. Martin and Ana Ison,&nbsp;","doi":"10.1021/acs.jchemed.4c0078110.1021/acs.jchemed.4c00781","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00781https://doi.org/10.1021/acs.jchemed.4c00781","url":null,"abstract":"<p >Writing is an essential component of scientific activity. As such, it is necessary to develop strategies to provide equitable training opportunities for science writing. In order to provide learners with ways to improve their writing regardless of their language background and/or institutional and departmental environments, this article describes a self-learning strategy, Contextual Analysis of Scientific Publications for Advancing writing Skills (CASPArS), that employs contextual analysis of top scientists’ publications. By using full-text search software to analyze several hundred selected publications, the CASPArS method affords a visual representation of proper usage of words/phrases of interest, facilitating learners to understand writing patterns and rules in leading scientific papers. The utility of the method has been demonstrated with several examples by using 500 non-open-access papers of synthetic organic chemistry and chemical biology fields from various journals such as <i>Nature</i> and <i>Science</i>. In order to increase the accessibility of the method for diverse communities around the world, a free-search software sin3rou and 500 open-access chemistry papers (e.g., <i>ACS Central Science</i> and <i>Chemical Science</i>) by 150 U.S. researchers have been included in the Supporting Information (available online with the full paper). Using this CASPARS strategy, learners/students are able to develop appropriate writing through “professors’ eyes” by taking advantage of established scientific writers’ experience and knowledge of language usage.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 1","pages":"397–403 397–403"},"PeriodicalIF":2.5,"publicationDate":"2024-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143087239","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":"Developing Affordable and Research-Grade Measurement Devices with Arduino for School Science: A Guide for Non-Coders","authors":"Seok-Hyun Ga,&nbsp; and ,&nbsp;Chun-Yen Chang*,&nbsp;","doi":"10.1021/acs.jchemed.4c0099810.1021/acs.jchemed.4c00998","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00998https://doi.org/10.1021/acs.jchemed.4c00998","url":null,"abstract":"<p >This report introduces an innovative, low-cost approach to using Arduino as a measurement tool for scientific investigations in education. When using Arduino for science investigations, teachers and students are often overwhelmed by the difficulty of coding text, which distracts them from the essential activity. Recognizing the challenges teachers and students face with text-based coding, we present Gaduino, a package that integrates Arduino with the mBlock block coding platform. By simplifying the coding process, Gaduino makes incorporating physical computing into science curricula easier. This guide highlights the use of Arduino and Gaduino, providing practical examples such as constructing a CO₂ meter that displays readings on an LCD and another that transmits data to an Internet of Things (IoT) platform. By providing preliminary examples of how Gaduino can be used, we demonstrate that incorporating various sensors into school science investigations significantly broadens the scope of student inquiry. We aim to support chemistry education educators, including novices with no prior experience, in seamlessly integrating Arduino into their classrooms, enhancing the learning experience without the complexity of traditional coding.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 1","pages":"404–409 404–409"},"PeriodicalIF":2.5,"publicationDate":"2024-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143087251","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}