Journal of Chemical Education最新文献

{"title":"Investigating Perceived Stress, Isolation, Belongingness, Family-Related Angry Distress, and Perfectionism Tendency of First-Year Undergraduate of Chemistry-Related Majors","authors":"Haiqing Zhang,&nbsp;Xiaoyan Wang*,&nbsp;Xinglong Jin* and Song Xue,&nbsp;","doi":"10.1021/acs.jchemed.4c0048810.1021/acs.jchemed.4c00488","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00488https://doi.org/10.1021/acs.jchemed.4c00488","url":null,"abstract":"<p >In recent years, chemistry-related majors in universities have not been a popular choice for students in China. This paper conducts a questionnaire survey to investigate the perceived stress, isolation, belongingness, family-related angry distress, perfectionism tendency, and well-being of the first-year undergraduates in the chemistry-related majors at the start of the spring semester. The results indicate that more than half of the students show the tendency of self-oriented perfectionism, while nearly half of the students are affected by socially prescribed perfectionism. There is a significant gender difference in the socially prescribed perfectionism, and major preference shows significant differences in the perceived stress, isolation, belongingness, well-being, and self-oriented perfectionism. There is a significant correlation between self-oriented perfectionism and belongingness. Students with higher socially prescribed perfectionism also have a higher degree of family-related angry distress as well as higher perceived stress and isolation at school. This study highlights the complex interaction of personal and societal factors affecting the psychological well-being of the first-year undergraduates in the chemistry-related majors and underscores the need for targeted support strategies to foster a nurturing academic environment and enhance their well-being.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 10","pages":"4214–4223 4214–4223"},"PeriodicalIF":2.5,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142402993","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":"Designing an Interdisciplinary Forensic Chemistry Lab Module: The Impact of Environmental Factors on Treated Hair with Personal Care Products","authors":"Jacqueline Guevara,&nbsp;Valeria Gonzalez,&nbsp;Julian A. Saenz,&nbsp;Melanie A. Samalot,&nbsp;Tanique Z. Jones,&nbsp;Luis Pablo Salmeron Covarrubias,&nbsp;Christopher J. Trejo,&nbsp;Somayeh Mohammadi and Hamidreza Sharifan*,&nbsp;","doi":"10.1021/acs.jchemed.4c0071010.1021/acs.jchemed.4c00710","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00710https://doi.org/10.1021/acs.jchemed.4c00710","url":null,"abstract":"<p >To enrich forensic chemical education, we designed an innovative laboratory module centered on forensic chemistry. This module integrates trace evidence analysis by examining human hair, offering students a hands-on learning experience with applications in forensic chemistry. The hypothesis is that the retention of hair care products in curly hair versus straight hair varies under different environmental conditions. We focused on two commonly used hair care products (oil and shampoo), each containing a unique blend of organic and inorganic components that undergo decomposition and are prone to photodegradation at outdoor crime scenes. Students learned the sunlight effects on hair imbued with chemical residues from hair products. Further, it provides students with hands-on experience with Fourier Transform Infrared (FTIR) Spectroscopy, Ultraviolet–Visible (UV–vis) Spectroscopy, and comparing pH changes. This lab design aims to provide students with a foundational understanding of how environmental factors influence the chemical properties of cosmetics applied to hair.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 10","pages":"4390–4397 4390–4397"},"PeriodicalIF":2.5,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c00710","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142402914","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":"Deep Roots, Boundless Horizons","authors":"Dr. Karen de la Vega-Hernández","doi":"10.1021/acs.jchemed.4c00971","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00971","url":null,"abstract":"I still vividly recall my first day in France, a blend of excitement and fear that enveloped me the moment I stepped onto the cobblestone streets of Paris. Leaving my family and Cuba to pursue my doctoral studies was a tough decision, but I was driven by the desire to make my mother’s and my own dream a reality - to become the first person in my family to earn a PhD. Deciding to pursue research abroad required a leap of faith. My first spark of belief came in December 2014 when I received the acceptance email for my first scientific article, published in the &lt;i&gt;Journal of Chemical Education&lt;/i&gt; (JCE) (10.1021/ed500575p). As a Master’s student, I had devised a simpler approach to understand a complex NMR experiment. Motivated to help other students struggling with the subject, the educational focus of JCE made it a natural choice as our target journal. Publishing in JCE was the first milestone in my international career, making me believe in what I could accomplish. As a Latinx woman, embarking on a scientific career in the Global North has been both a personal and professional journey marked by a mix of profound challenges and remarkable opportunities. This odyssey, replete with its highs and lows, encapsulates the essence of pursuing scientific excellence away from the comfort of one’s home and the embrace of one’s culture. For many of us who have traversed this path, it is a tale of resilience and adaptability. However, the transition is far from seamless. In Latinx culture, family is one of our main cornerstones, providing unwavering support and a sense of belonging. Being miles away from this support system means grappling with homesickness. I have celebrated birthdays and other special occasions through video calls. I have experienced the heartache of grieving alone when a family member dies. Celebrating milestones and mourning losses from afar underscore the emotional toll of pursuing a career abroad. Often, the full extent of the struggles faced by those from nonwealthy countries remains unknown. One of my relentless driving motives has been to help my family financially. Such responsibility adds another layer of pressure, as I strive to succeed not just for myself, but for the betterment of my loved ones back home. Another significant challenge is the invisible burden of visa applications. Researchers from countries without passport privileges face a labyrinth of bureaucratic hurdles that can delay or even derail career plans. The anxiety of uncertain visa outcomes, coupled with the constant need to renew or change migratory status, adds a layer of stress on top of academic challenges and serves as a constant reminder of our tenuous, vulnerable position. Language barriers add another tier of complexity. While many of us are proficient in English, the nuances of everyday communication can sometimes lead to feelings of inadequacy or isolation. This linguistic difficulty, however, becomes a powerful motivator to learn the local language and ","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"75 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192267","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":"Designing an Interdisciplinary Forensic Chemistry Lab Module: The Impact of Environmental Factors on Treated Hair with Personal Care Products","authors":"Jacqueline Guevara, Valeria Gonzalez, Julian A. Saenz, Melanie A. Samalot, Tanique Z. Jones, Luis Pablo Salmeron Covarrubias, Christopher J. Trejo, Somayeh Mohammadi, Hamidreza Sharifan","doi":"10.1021/acs.jchemed.4c00710","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00710","url":null,"abstract":"To enrich forensic chemical education, we designed an innovative laboratory module centered on forensic chemistry. This module integrates trace evidence analysis by examining human hair, offering students a hands-on learning experience with applications in forensic chemistry. The hypothesis is that the retention of hair care products in curly hair versus straight hair varies under different environmental conditions. We focused on two commonly used hair care products (oil and shampoo), each containing a unique blend of organic and inorganic components that undergo decomposition and are prone to photodegradation at outdoor crime scenes. Students learned the sunlight effects on hair imbued with chemical residues from hair products. Further, it provides students with hands-on experience with Fourier Transform Infrared (FTIR) Spectroscopy, Ultraviolet–Visible (UV–vis) Spectroscopy, and comparing pH changes. This lab design aims to provide students with a foundational understanding of how environmental factors influence the chemical properties of cosmetics applied to hair.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"52 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192245","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 Perceived Stress, Isolation, Belongingness, Family-Related Angry Distress, and Perfectionism Tendency of First-Year Undergraduate of Chemistry-Related Majors","authors":"Haiqing Zhang, Xiaoyan Wang, Xinglong Jin, Song Xue","doi":"10.1021/acs.jchemed.4c00488","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00488","url":null,"abstract":"In recent years, chemistry-related majors in universities have not been a popular choice for students in China. This paper conducts a questionnaire survey to investigate the perceived stress, isolation, belongingness, family-related angry distress, perfectionism tendency, and well-being of the first-year undergraduates in the chemistry-related majors at the start of the spring semester. The results indicate that more than half of the students show the tendency of self-oriented perfectionism, while nearly half of the students are affected by socially prescribed perfectionism. There is a significant gender difference in the socially prescribed perfectionism, and major preference shows significant differences in the perceived stress, isolation, belongingness, well-being, and self-oriented perfectionism. There is a significant correlation between self-oriented perfectionism and belongingness. Students with higher socially prescribed perfectionism also have a higher degree of family-related angry distress as well as higher perceived stress and isolation at school. This study highlights the complex interaction of personal and societal factors affecting the psychological well-being of the first-year undergraduates in the chemistry-related majors and underscores the need for targeted support strategies to foster a nurturing academic environment and enhance their well-being.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"12 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192244","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":"Deep Roots, Boundless Horizons","authors":"Dr. Karen de la Vega-Hernández*,&nbsp;","doi":"10.1021/acs.jchemed.4c0097110.1021/acs.jchemed.4c00971","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00971https://doi.org/10.1021/acs.jchemed.4c00971","url":null,"abstract":"","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 9","pages":"3611–3612 3611–3612"},"PeriodicalIF":2.5,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142159747","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":"Preparing Preservice Chemistry Teachers to Teach for Climate Empowerment through Macro-rehearsals","authors":"Lynne Zummo, Kaitlin Marler, Jarom Mercer, Clay Walker","doi":"10.1021/acs.jchemed.4c00459","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00459","url":null,"abstract":"Supporting chemistry students to apply learning toward solutions to climate change diverges from typical work of K–12 educators. Thus, preparing a new generation of chemistry teachers demands consideration of how to support their growth in teaching for climate empowerment. Building on existing ideas in science education research, this article explores one possibility for preparing chemistry teachers to teach for climate empowerment. Specifically, this paper merges two existing areas of education research: phenomenon-based instruction and practice-based teacher education. Bridging these domains through a learning experience in a university-based teaching methods course, this article documents and reflects on the enactment of this experience. Written by a team of in-service chemistry teachers and a science teaching methods course instructor, this article offers ideas for supporting preservice chemistry teachers’ growth toward teaching for climate empowerment.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"6 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192265","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 Differences in Student Learning and Inquiry Skills Between Hands-On and Virtual Chemistry Laboratories","authors":"Shuangshuang Chen, Song Xue, Dan Yang, Liying Zhu, Mingzhan Ye","doi":"10.1021/acs.jchemed.4c00557","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00557","url":null,"abstract":"In the digital age, the integration of technology in educational practices, especially in chemistry, is increasingly advocated. However, research exploring the relative effectiveness of virtual laboratory (VL) environments compared to hands-on laboratory (HL) environments, particularly in enhancing students’ knowledge and inquiry skills, is rare. This study addresses this gap by evaluating the impact of VL and HL on junior high school students’ learning within the specific context of the Law of Conservation of Mass. By analyzing students’ performance through quantitative and qualitative assessments in knowledge tests and inquiry tasks, significant findings emerged. It was observed that the VL group demonstrated superior knowledge performance compared with the HL group. In terms of inquiry skills, while the overall performance was better in the HL group, particularly in planning and evidence collection, the VL group excelled in explanation and evaluation skills. These results suggest the potential benefit of implementing a blended approach, integrating both VL and HL, across various domains in chemistry education. Such an approach could leverage the unique advantages of each laboratory type to maximize student learning and engagement.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"39 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192353","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":"“Synthetic Map”: A Graphic Organizer Inspired by Artificial Neural Network Paradigms for Learning Organic Synthesis","authors":"Carlos Luque-Corredera, Elena Bartolomé, Ben Bradshaw","doi":"10.1021/acs.jchemed.4c00592","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00592","url":null,"abstract":"Organic Chemistry is widely recognized as a challenging subject, with the design of syntheses and retrosyntheses identified as particularly difficult tasks. Inspired by the success of artificial neural networks in machine learning, we propose a framework that leverages similar principles to enhance the teaching and learning of organic synthesis. In this paper, we introduce a novel teaching tool, the “Synthetic Map”, that attempts to visually recreate an expert’s mental map and conceptual understanding of organic synthesis built over years of experience. The educational benefits of the Synthetic Map were evaluated through its implementation in an Organic Chemistry course of a Pharmacy degree over two years. The new tool promoted students’ learning by providing a mental organizer fostering a deeper understanding of the subject and empowering students to design and execute effective synthetic strategies.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"48 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192269","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 Laboratory Class: Constructing DNA Molecular Circuits for Cancer Diagnosis","authors":"Andrea C. Bardales, Quynh Vo, Dmitry M. Kolpashchikov","doi":"10.1021/acs.jchemed.4c00675","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00675","url":null,"abstract":"It has been shown that active learning strategies are effective in teaching complex STEM concepts. In this study, we developed and implemented a laboratory experiment for teaching the concepts of Boolean logic gates, molecular beacon probes, molecular computing, DNA logic gates, microRNA, and molecular diagnosis of hepatocellular carcinoma, which are related to DNA molecular computing, an interdisciplinary cutting-edge research technology in biochemistry, synthetic biology, computer science, and medicine. The laboratory experience takes about 110–140 min and consists of a multiple-choice pretest (15 min), introductory lecture (20 min), wet laboratory experiment (60–90 min), and a post-test (15 min). Students are tasked to experimentally construct three molecular logic circuits made of DNA oligonucleotides and use them for the fluorescence-based detection of microRNA markers related to diagnostics of hepatocellular carcinoma. The class was taught to undergraduate students from freshman to senior academic levels majoring in chemistry, biochemistry, biotechnology, and biomedical sciences. Students were engaged during the session and motivated to learn more about the research technology. A comparison of students’ scores on the pretest and post-test demonstrated improvement in knowledge of the concepts taught. Visual observation of the fluorescence readout led to a straightforward interpretation of the results. The laboratory experiment is portable; it uses inexpensive nontoxic reagents and thus can be employed outside a laboratory room for outreach and science popularization purposes.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"37 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192270","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}