Journal of Chemical Education最新文献_第9页

A Pedagogical Model for Teaching Systems Thinking in a Sustainable Chemistry Course: A Design-Based Research Approach 可持续化学课程系统思维教学模式：基于设计的研究方法

IF 2.9 3区教育学

Journal of Chemical Education Pub Date : 2025-08-13 DOI: 10.1021/acs.jchemed.5c00196

Emmi Vuorio*, Johannes Pernaa and Maija Aksela,

{"title":"A Pedagogical Model for Teaching Systems Thinking in a Sustainable Chemistry Course: A Design-Based Research Approach","authors":"Emmi Vuorio*, Johannes Pernaa and Maija Aksela, ","doi":"10.1021/acs.jchemed.5c00196","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00196","url":null,"abstract":"Systems thinking (ST) is arguably one of the most fundamental competencies for shifting the world’s trajectory toward a more sustainable future. To effectively incorporate systems thinking into chemistry education at all levels, we must begin by educating preservice chemistry teachers. While the importance of ST in chemistry education has been widely emphasized in the literature, there remains a lack of adaptable and structured teaching approaches, especially in the context of preservice teacher education. This article presents a pedagogical model designed to integrate systems thinking within a contemporary sustainable chemistry context that can be implemented in university-level chemistry teacher education. The model was developed as part of a design-based research (DBR) project through iterative cycles informed by theoretical and empirical research. This article outlines how the model is grounded in the literature on sustainability education and systems thinking in the context of chemistry education. The teaching model includes a guest lecture by a chemistry researcher (expert-informed learning in contemporary contexts), a preparatory task, a main learning assignment (system model concept map and written explanation), and a comprehensive assessment rubric for the main assignment. The model helps preservice teachers to understand how chemistry connects to broader sustainability issues, grasp the fundamentals of systems thinking, and apply ST elements in modeling chemistry-related systems. It is adaptable and can be integrated into various teacher education contexts to support both content knowledge and pedagogical competence related to sustainability and ST.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"3878–3892"},"PeriodicalIF":2.9,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.5c00196","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009648","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}

引用次数: 0

Improving Student Confidence in General Chemistry Laboratories through Skill Check-Ins (SCIs) 通过技能签到提高学生对普通化学实验室的信心

IF 2.9 3区教育学

Journal of Chemical Education Pub Date : 2025-08-13 DOI: 10.1021/acs.jchemed.5c00432

Nolan Shepherd, Nadja Jacimovic, Keying Chen and Binyomin Abrams*,

{"title":"Improving Student Confidence in General Chemistry Laboratories through Skill Check-Ins (SCIs)","authors":"Nolan Shepherd, Nadja Jacimovic, Keying Chen and Binyomin Abrams*, ","doi":"10.1021/acs.jchemed.5c00432","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00432","url":null,"abstract":"In recent transformations of teaching laboratory curricula, digital badging or microcredentialing has been gaining traction to refocus on the objectives of developing practical skills and building student confidence. The digital badging model allows students to demonstrate techniques with clear criteria for mastery and receive targeted feedback. However, scaling such systems for large-enrollment courses presents logistical challenges. Herein, we have developed and implemented Skill Check-Ins (SCIs) as a core component of a year-long general chemistry laboratory sequence. SCIs are a series of formative assignments, each focusing on one specific skill or technique that students are expected to master throughout the course. Students were given opportunities to learn the skill before lab, practice it during lab, and then demonstrate mastery to a lab instructor through a brief in-person task. Each check-in activity concludes with immediate and personalized feedback. To assess the impact of SCIs, the Meaningful Learning in the Laboratory Instrument (MLLI) was administrated. Postcourse survey results indicate that the SCI cohort experienced significantly greater self-confidence in the lab compared to students in similar lab experiences without SCIs. Additionally, student perception of conceptual learning increased despite the SCIs’ exclusive focus on practical skills, potentially attributed to a reduction in cognitive load during the experiments. SCIs offer an effective and scalable framework for incorporating microcredentialing activities as a major component of the curriculum. They support the development of core lab skills, increase student confidence in the laboratory, and can be adapted to any large-enrollment STEM course that seeks to teach fundamental skills and techniques.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"3931–3935"},"PeriodicalIF":2.9,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009649","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}

引用次数: 0

Advancing Target-Based Drug Design Strategy Learning in the Third-Year Pharmaceutical Science Undergraduates: Design, Synthesis and Biological Activity Evaluation of EGFR Inhibitors 推进药学本科三年级基于靶标的药物设计策略学习：EGFR抑制剂的设计、合成和生物活性评价

IF 2.9 3区教育学

Journal of Chemical Education Pub Date : 2025-08-12 DOI: 10.1021/acs.jchemed.4c01188

Huazhou Ying, Wenteng Chen* and Sunliang Cui*,

{"title":"Advancing Target-Based Drug Design Strategy Learning in the Third-Year Pharmaceutical Science Undergraduates: Design, Synthesis and Biological Activity Evaluation of EGFR Inhibitors","authors":"Huazhou Ying, Wenteng Chen* and Sunliang Cui*, ","doi":"10.1021/acs.jchemed.4c01188","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01188","url":null,"abstract":"Target-based drug design is a core component of the Medicinal Chemistry curriculum for pharmaceutical science undergraduate students. However, a significant gap persists between theoretical knowledge learning and experimental skill training. To fill this gap, we implemented a 6-week closed-loop experiment (4 h/per week) into the Medicinal Chemistry Experimentation course for third-year undergraduate students. This integrated module covers a target-based molecular design, retro-synthesis design, chemical synthesis, structural characterization, biological evaluation, structure–activity relationship study, and student presentations. Using epidermal growth factor receptor (EGFR) inhibitor development as a proof of concept, students complete the entire drug discovery workflow. Several strategies are employed to assess students’ learning, including the prelab literature searching, in-lab practical operation and experimental observation, as well as postlab report presentation. The primary goal of this experiment is to provide students with hands-on, experiential understanding of target-based drug design. This curriculum reform not only highlights the integration theoretical knowledge of organic chemistry, spectrum elucidation, medicinal chemistry, and pharmacology into the practical training of drug discovery but also inspires the students’ self-motivation in the drug development.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"4039–4047"},"PeriodicalIF":2.9,"publicationDate":"2025-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009578","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}

引用次数: 0

A Timely Report on STEM Education from the National Academy of Science 美国国家科学院关于STEM教育的及时报告

IF 2.9 3区教育学

Journal of Chemical Education Pub Date : 2025-08-12 DOI: 10.1021/acs.jchemed.5c00935

Thomas Holme*,

引用次数: 0

ChemBotCap: A Kit Based on Snap-Top Bottle Caps to Learn about Simple Molecules ChemBotCap：基于Snap-Top瓶盖的试剂盒，了解简单分子

IF 2.9 3区教育学

Journal of Chemical Education Pub Date : 2025-08-12 DOI: 10.1021/acs.jchemed.5c00566

Covadonga Huidobro*, Elena Arboleya-García and Jose M. Montejo-Bernardo,

{"title":"ChemBotCap: A Kit Based on Snap-Top Bottle Caps to Learn about Simple Molecules","authors":"Covadonga Huidobro*, Elena Arboleya-García and Jose M. Montejo-Bernardo, ","doi":"10.1021/acs.jchemed.5c00566","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00566","url":null,"abstract":"Understanding molecular structure is fundamental in chemistry education. However, commercially available molecular model kits are often expensive and are not always present in educational institutions. Here we present ChemBotCap, an innovative, low-cost, and engaging alternative for modeling simple inorganic and organic molecules using repurposed snap-top plastic bottle caps. The design leverages the built-in hinge mechanism of these caps, allowing students to physically assemble molecular structures and explore concepts such as covalent bonding, molecular geometry, connectivity, and functional groups. ChemBotCap was implemented in a university-level science education course for preservice teachers. Students worked collaboratively to model a set of assigned molecules, reinforcing their understanding of structural formulas and molecular geometry. Feedback collected through a questionnaire after using ChemBotCap indicated high levels of engagement, conceptual clarity, and perceived educational value.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"4160–4165"},"PeriodicalIF":2.9,"publicationDate":"2025-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.5c00566","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009577","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}

引用次数: 0

Think–Pair–Chatbot–Share: AI-Facilitated Peer Learning in Chemistry 思考-配对-聊天-分享：人工智能促进化学中的同伴学习

IF 2.9 3区教育学

Journal of Chemical Education Pub Date : 2025-08-11 DOI: 10.1021/acs.jchemed.5c00438

Pierre J. P. Naeyaert*, Liam R. J. Scarratt, Thomas Murphy and Reyne Pullen*,

{"title":"Think–Pair–Chatbot–Share: AI-Facilitated Peer Learning in Chemistry","authors":"Pierre J. P. Naeyaert*, Liam R. J. Scarratt, Thomas Murphy and Reyne Pullen*, ","doi":"10.1021/acs.jchemed.5c00438","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00438","url":null,"abstract":"This study introduces and evaluates the Think–Pair–Chatbot–Share (TPCS) model, an adaptation of the traditional Think–Pair–Share (TPS) framework where a generative AI (Gen-AI) chatbot is integrated to scaffold learning and provide feedback. We compared first-year chemistry students learning ionization energy and atomic structure using traditional TPS versus the Gen-AI-facilitated TPCS model. Student responses from both think and share stages were analyzed for accuracy and common errors, while engagement was examined via participation rates. Results indicate that for students who completed all stages, the Gen-AI-facilitated TPCS group recorded a higher proportion of correct share stage responses in three of the four tasks. However, the Gen-AI-facilitated TPCS intervention was associated with lower overall participation, suggesting potential challenges related to sustained engagement with the Gen-AI-facilitated, multitask activity. These findings offer the first classroom-level evidence of AI-mediated TPS in action within tertiary chemistry education and underscore both its instructional potential and the challenges in maintaining engagement.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"3936–3944"},"PeriodicalIF":2.9,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009573","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}

引用次数: 0

Enhancing the Understanding of Dynamic Equilibrium of Liquid Evaporation and Vapor Condensation 加强对液体蒸发和蒸汽凝结动力学平衡的认识

IF 2.9 3区教育学

Journal of Chemical Education Pub Date : 2025-08-11 DOI: 10.1021/acs.jchemed.5c00386

Joonghan Kim*, Jaewon Lee and Sungki Kim*,

引用次数: 0

Characterizing a Community of Practice through Coauthorship of Curricular Materials: A Social Network Analysis of the Interactive Online Network of Inorganic Chemists (IONiC) 通过课程材料的合作来表征实践社区：无机化学家（IONiC）互动在线网络的社会网络分析

IF 2.9 3区教育学

Journal of Chemical Education Pub Date : 2025-08-10 DOI: 10.1021/acs.jchemed.5c00455

Stephanie J. H. Frost, Jeffrey R. Raker*, Anne K. Bentley, Shirley Lin, Justin M. Pratt, Barbara A. Reisner and Joanne L. Stewart,

{"title":"Characterizing a Community of Practice through Coauthorship of Curricular Materials: A Social Network Analysis of the Interactive Online Network of Inorganic Chemists (IONiC)","authors":"Stephanie J. H. Frost, Jeffrey R. Raker*, Anne K. Bentley, Shirley Lin, Justin M. Pratt, Barbara A. Reisner and Joanne L. Stewart, ","doi":"10.1021/acs.jchemed.5c00455","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00455","url":null,"abstract":"Communities of practice in STEM education are important for promoting the improvement of teaching in the postsecondary curriculum. One community in particular is the Interactive Online Network of Inorganic Chemists (IONiC). IONiC aims to advance inorganic chemistry education through the creation of curricular materials (i.e., learning objects). These learning objects can be created by a single author or a group of coauthors and then posted on the IONiC Virtual Inorganic Pedagogical Electronic Resource (VIPEr) Website. One opportunity for coauthorship of learning objects is through IONiC workshops. Coauthorship of such learning objects provides insight into understanding the development of the IONiC community of practice. In this work, we address two research questions: (1) What are the characteristics of the IONiC community of practice throughout its evolution as measured by the number and coauthorship of learning objects published on the VIPEr Website? (2) What features of the coauthorship of learning objects published on the VIPEr Website support opportunities for IONiC community growth? We used social network analysis to address these research questions. Based on the centrality measures of the coauthorship networks, we found that influential members and grant funding supported the IONiC community’s growth. Leaders of similar communities could use social network analysis to evaluate the growth of their organization, including how funding awards are related to such growth. Additionally, community leaders might use social network analysis to identify emerging leaders and strengthen their communities. Future research should consider a longitudinal social network analysis of a community of practice and additional measures such as surveys and other self-reported measures of social connectedness.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"3807–3816"},"PeriodicalIF":2.9,"publicationDate":"2025-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009569","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}

引用次数: 0

Designing Learning Paths Using Semantic Waves 使用语义波设计学习路径

IF 2.9 3区教育学

Journal of Chemical Education Pub Date : 2025-08-10 DOI: 10.1021/acs.jchemed.5c00594

Paulo R. M. Correia*, Kleyfton S. Silva, Marília Soares and Adriano N. Conceição,

{"title":"Designing Learning Paths Using Semantic Waves","authors":"Paulo R. M. Correia*, Kleyfton S. Silva, Marília Soares and Adriano N. Conceição, ","doi":"10.1021/acs.jchemed.5c00594","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00594","url":null,"abstract":"The persistent gap between theoretical understanding and practical competence─the Theory–Practice (T-P) gap─poses a well-recognized challenge in undergraduate chemical education. Recent research attributes this gap to outdated curriculum designs, inadequate teaching methods, and a lack of integration of theoretical and practical learning experiences. Various strategies, such as flipped teaching, inquiry-based learning, and project-based approaches, have been proposed to address specific aspects of the problem. Building upon prior work that framed threshold concepts as critical for integrating theory and practice in chemistry, this article proposes and demonstrates the use of semantic waves as a systematic planning heuristic. Semantic waves model the dynamic shifts across levels of conceptual complexity and real-world applications, offering educators a flexible “musical score” to orchestrate progressive learning paths that scaffold the crossing of conceptual thresholds. This approach invites a reimagining of teaching as the art of composing didactic oscillations where instructional rhythm and range are adapted to support meaningful integration. Applications across inorganic, organic, physical, and analytical chemistry are illustrated, reinforcing the generalizability of the approach. By challenging rigid curricular models and embracing more flexible, adaptive designs, semantic waves emerge as a practical and customizable tool to foster deeper learning and bridge the theory–practice gap in chemical education.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"3784–3792"},"PeriodicalIF":2.9,"publicationDate":"2025-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.5c00594","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009572","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}

引用次数: 0

Linking Core Concepts and Competencies in General Chemistry via Gowin’s Theory of Learning and Vee Heuristic 基于Gowin学习理论和Vee启发式的普通化学核心概念与能力的关联

IF 2.9 3区教育学

Journal of Chemical Education Pub Date : 2025-08-09 DOI: 10.1021/acs.jchemed.5c00549

Vijay S. Vyas*, and , Scott A. Reid*,

{"title":"Linking Core Concepts and Competencies in General Chemistry via Gowin’s Theory of Learning and Vee Heuristic","authors":"Vijay S. Vyas*,  and , Scott A. Reid*, ","doi":"10.1021/acs.jchemed.5c00549","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00549","url":null,"abstract":"The content in introductory science courses has often been criticized as “miles wide and inches deep”. In general chemistry, several revisions have focused on framing around a set of core or anchoring concepts, and we recently adapted the anchoring concepts content map (ACCM) of the American Chemical Society (ACS) to develop an anchoring concept-based curriculum for our general chemistry courses. In this article, we describe efforts to connect this curriculum with laboratory learning using Gowin’s theory of learning and the associated knowledge Vee heuristic. Within this framework, the laboratories themselves become events connecting the conceptual and methodological domains, with elements in the heuristic representing key epistemological components that are central to the generation of new knowledge and/or meaning. In carrying out this approach, our general chemistry course was redesigned into a set of three-week modules, each centered around a core learning objective and anchoring concept. In each module, students conducted 2 weeks of laboratory experiments closely connected to the module theme. In the third week, oral presentations were given in teams where, modeled on the format of a scientific article, one team each was assigned to present on: 1) Introduction and Background, 2) Methods and Materials, 3) Results, and 4) Discussion. These assignments rotated over the semester, and the discussion group for each module was tasked with writing a detailed (3–5 page) reflective written discussion, with opportunity given for revision. This article describes the initial implementations and outcomes of this approach in a majors general chemistry sequence.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"3962–3971"},"PeriodicalIF":2.9,"publicationDate":"2025-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009856","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}

引用次数: 0