Chemistry Education Research and Practice最新文献

{"title":"Design, development, and evaluation of the organic chemistry representational competence assessment (ORCA)†","authors":"Lyniesha Ward, Fridah Rotich, Jeffrey R. Raker, Regis Komperda, Sachin Nedungadi and Maia Popova","doi":"10.1039/D3RP00188A","DOIUrl":"10.1039/D3RP00188A","url":null,"abstract":"<p >This paper describes the design and evaluation of the <img>rganic chemistry <img>epresentational <img>ompetence <img>ssessment (ORCA). Grounded in Kozma and Russell's representational competence framework, the ORCA measures the learner's ability to <em>interpret</em>, <em>translate</em>, and <em>use</em> six commonly used representations of molecular structure (condensed structures, Lewis structures, skeletal structures, wedge-dash diagrams, Newman projections, and chair conformations). Semi-structured interviews with 38 first-semester organic chemistry learners informed the development of the ORCA items. The ORCA was developed and refined through three pilot administrations involving a total of 3477 first-semester organic chemistry students from multiple institutions. The final version of the ORCA was completed by 1494 students across five institutions. Various analyses provided evidence for the validity and reliability of the data generated by the assessment. Both one-factor and three-factor correlated structures were explored <em>via</em> confirmatory factor analysis. The one-factor model better captured the underlying structure of the data, which suggests that representational competence is better evaluated as a unified construct rather than as distinct, separate skills. The ORCA data reveal that the representational competence skills are interconnected and should consistently be reinforced throughout the organic chemistry course.</p>","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 1","pages":" 244-258"},"PeriodicalIF":2.6,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142938614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Psychometric analysis of the resonance concept inventory†","authors":"Grace C. Tetschner and Sachin Nedungadi","doi":"10.1039/D4RP00170B","DOIUrl":"10.1039/D4RP00170B","url":null,"abstract":"<p >Many undergraduate chemistry students hold alternate conceptions related to resonance—an important and fundamental topic of organic chemistry. To help address these alternate conceptions, an organic chemistry instructor could administer the resonance concept inventory (RCI), which is a multiple-choice assessment that was designed to identify resonance-related alternate conceptions held by organic chemistry students. In this study, two iterations of the RCI were administered to undergraduate organic chemistry students: the RCI-Pilot (<em>N</em> = 484) and the RCI-Final (<em>N</em> = 595). Evidence was collected to support the quality of the RCI items, the validity of the data obtained with the RCI based on internal structure, and the reliability of the data obtained with the RCI. Classical test theory (CTT) was utilized to determine the quality of the items. To gather validity evidence, the Rasch model was used and a differential item functioning (DIF) analysis was conducted. Reliability estimates were made using McDonald's Omega. Since validity and reliability evidence was gathered for the assessment scores, the data obtained in this study supports the use of the 14-item RCI for detecting student alternate conceptions with resonance.</p>","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 1","pages":" 231-243"},"PeriodicalIF":2.6,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142938613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A systematic review of green and sustainable chemistry training research with pedagogical content knowledge framework: current trends and future directions","authors":"Sevgi Aydin Gunbatar, Betul Ekiz Kiran, Yezdan Boz and Elif Selcan Oztay","doi":"10.1039/D4RP00166D","DOIUrl":"10.1039/D4RP00166D","url":null,"abstract":"<p >This study reviewed the green and sustainable chemistry education (GSCE) research that provided training at the tertiary level from 2000 to 2024. The Web of Science and ERIC databases were screened using title and abstract review. In total, 49 studies were analysed. The analysis instrument has two main parts, namely, general characteristics of the training, which was formed in light of the GSCE literature (<em>i.e.</em>, chemistry sub-disciplines, type of implementation, and context), and analysis of the training through the lens of pedagogical content knowledge (PCK) construct that is the commonly-used framework for the analysis of training regarding orientation to teaching GSCE, learner, curriculum, assessment, and instructional strategies utilised. Results showed that organic chemistry (<em>n</em> = 15) is the most emphasised branch of chemistry in the articles. Regarding the learner component, the studies were inadequate, and very few studies provided information about the misconceptions and difficulties that students may encounter while learning GSC. Regarding the curriculum component, among the green chemistry principles, ‘use of renewable feedstocks’ was the most emphasised, while the least emphasised ones were ‘reduce derivatives’ and ‘real-time pollution prevention’. Fourteen studies used subject-specific teaching strategies (<em>e.g.</em>, cooperative teaching and project-based strategies). Although representations are not used in GSCE, most of the studies included laboratory studies (<em>n</em> = 31). Finally, regarding the assessment, very few studies focused on measuring students' skills (laboratory skills, discussion skills, <em>etc.</em>) and affective variables. In light of the findings, GSCE training should get more benefit from the literature on science/chemistry teaching strategies. Moreover, alternative assessment tools (<em>e.g.</em>, rubrics and concept maps) should be utilized regarding the instruments utilized to assess the participants' GSC knowledge.</p>","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 1","pages":" 34-52"},"PeriodicalIF":2.6,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142938650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Contribution of an instructional module incorporating PhET simulations to Rwandan students' knowledge of chemical reactions, acids, and bases through social interactions","authors":"Jean-Baptiste Ndagijimana, Jeannette Musengimana, Henriette Mushimiyimana, Evode Mukama, Olivier Habimana, Paulin Manirakiza, Jean Claude Dushimimana, Jean Pierre Alpha Munyaruhengeri, Samia Khan and Elizabeth Lakin","doi":"10.1039/D4RP00105B","DOIUrl":"10.1039/D4RP00105B","url":null,"abstract":"<p >The current study ascertained the influence an instructional module had on enhancing students’ understanding of chemical reactions and acid–base topics. The sample size for this study consisted of 197 students, including 101 in an “experimental” group and 96 in a “control” group, selected from schools in two Districts (Rwamagana and Musanze) in Rwanda, Africa. The experimental and control groups received a pre-test and post-test to collect data. In addition, focus group discussions (FGDs) were conducted with students in the experimental group. Further, a test question analysis was used to evaluate the students’ content knowledge of chemical reactions and acids, bases, and pH. To analyze the research data, the Statistical Package for the Social Sciences (SPSS) software was used for quantitative analysis. The independent <em>t</em>-test results indicated no significant difference between the means of the control and experimental groups at the pre-test stage (d<em>f</em> = 195, <em>p</em> = 0.380). At the post-test stage, a statistically significant increase was observed in the mean scores of the experimental group compared to the control group (d<em>f</em> = 195, <em>p</em> &lt; 0.001), showing that the intervention effectively improved student learning outcomes in chemistry education.</p>","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 1","pages":" 289-299"},"PeriodicalIF":2.6,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142938617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“It is not just the shape, there is more”: students’ learning of enzyme–substrate interactions with immersive Virtual Reality","authors":"Henry Matovu, Mihye Won, Roy Tasker, Mauro Mocerino, David Franklin Treagust, Dewi Ayu Kencana Ungu and Chin-Chung Tsai","doi":"10.1039/D4RP00210E","DOIUrl":"10.1039/D4RP00210E","url":null,"abstract":"<p >Immersive Virtual Reality (iVR) can help students visualise and explore complex chemical concepts, such as protein enzyme structures and interactions. We designed a set of collaborative iVR-based learning tasks on the interaction between a protein enzyme and its substrate. We investigated how 18 pairs (36 students) in undergraduate chemistry courses changed their understanding of enzyme–substrate interactions through iVR learning tasks. Videos of pre- and post-interviews and student-generated diagrams were analysed. Before iVR, students had abstract models of the structure of a protein enzyme or its interaction with a substrate molecule. Over 90 per cent of the students (33/36) explained enzyme–substrate interactions using simplistic lock-and-key diagrams, exclusively focusing on the shape. Although many students employed key scientific terms like activation energy in their explanations, they were unsure how enzymes lowered activation energy or how catalytic reactions occurred. After iVR, all students discussed the inadequacy of 2D diagrams for representing complex enzyme–substrate interactions. About 90 per cent of students (32/36) used concrete ideas such as electron density and orientation of reactants in the active site to explain the probability of successful interactions between the enzyme and its substrate. Our findings provide evidence of how interactive iVR learning tasks can help students explore complex molecular structures, integrate ideas, and build a concrete understanding of challenging science concepts.</p>","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 1","pages":" 259-270"},"PeriodicalIF":2.6,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142938615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating students' expectations and engagement in general and organic chemistry laboratory courses","authors":"Elizabeth B. Vaughan, Saraswathi Tummuru and Jack Barbera","doi":"10.1039/D4RP00277F","DOIUrl":"10.1039/D4RP00277F","url":null,"abstract":"<p >Students’ expectations for their laboratory coursework are theorized to have an impact on their learning experiences and behaviors, such as engagement. Before students’ expectations and engagement can be explored in different types of undergraduate chemistry laboratory courses, appropriate measures of these constructs must be identified, and evidence of validity and reliability for the data collected with these instruments must be investigated. This study collected evidence related to response process validity, internal structure validity, and single administration reliability for version 2 of the Meaningful Learning in the Laboratory Instrument (MLLIv2) and a measure of student engagement in the undergraduate chemistry laboratory. Additionally, evidence of consequential validity was assessed through measurement invariance, providing support for the comparison of latent means between the groups. Differences in students’ expectations and engagement were found based on course-level (general <em>vs.</em> organic chemistry) and pedagogical style (cookbook <em>vs.</em> inquiry-based).</p>","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 1","pages":" 271-288"},"PeriodicalIF":2.6,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142938616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Plurality and identity: on the educational relations between chemistry and physics","authors":"Pedro J. Sánchez Gómez and Mauricio Suárez","doi":"10.1039/D4RP00288A","DOIUrl":"10.1039/D4RP00288A","url":null,"abstract":"<p >We present an approach to the question of the educational relations between chemistry and physics based on the one hand, on an inferentialist account of scientific representation (Suárez M., (2024), <em>Inference and Representation. A Study in Modelling Science</em>, Chicago and London: The University of Chicago Press). On the other, we have drawn on the notion of science identities, as is currently used in science education. We argue that the representational practices of chemistry are the key competencies for the development of a chemistry identity. We extrapolate this conclusion to physics. The problem of representational plurality, that is, that some objects can be represented divergently in these sciences is thus linked to that of identity plurality, to the question of whether it is possible for a person to simultaneously hold a chemistry and a physics identity. We study the educational implications of this situation within the framework of Lev Vygotsky's sociocultural pedagogy to conclude that the difficulties inherent to representational plurality in chemistry and physics are sociological: university degrees are built around a single, well-defined, identity, thus tending to exclude any form of plurality that compromises this uniformity. As an application of these conclusions, we have studied the question of the introduction of the quantum description of molecules in chemistry education at an undergraduate level. We conclude that this introduction should not be based on the molecular orbitals approach but, instead, on the valence bond method.</p>","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 1","pages":" 53-64"},"PeriodicalIF":2.6,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142938651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Guidance on the data availability statement requirement in CERP","authors":"James M. Nyachwaya and Scott E. Lewis","doi":"10.1039/D4RP90008A","DOIUrl":"https://doi.org/10.1039/D4RP90008A","url":null,"abstract":"","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 4","pages":" 973-975"},"PeriodicalIF":2.6,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142276521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The use of mobile technology in abductive inquiry-based teaching and learning of chemical bonding","authors":"Justin Dunn and Umesh Dewnarain Ramnarain","doi":"10.1039/D3RP00314K","DOIUrl":"10.1039/D3RP00314K","url":null,"abstract":"<p >Continuous enhancement of mobile devices such as smartphones offers new opportunities for using these technologies in inquiry-based learning environments. Inquiry-based learning has followed deductive and inductive forms of inquiry, while the abductive form of inquiry that targets the development of higher-order thinking skills such as critical thinking is less prevalent. This study investigated the use of mobile technology in abductive-inquiry based teaching and learning of chemical bonding for grade 11 physical sciences learners in two South African schools. The study employed an explanatory sequential mixed-methods design that entailed first collecting quantitative data and then qualitative data to help explain or elaborate on the quantitative results. Two grade 11 physical sciences classes were randomly designated as the experimental and control groups in each of the two different schools. The experimental group in each school experienced activities in a laboratory using mobile technology-enhanced abductive scientific inquiry through the ‘Molecular Workbench’ web-based simulation using a mobile device, while the control group in each school experienced activities in abductive scientific inquiry in a science laboratory without using mobile learning technology. The principal findings indicated that learners within the control group displayed a significant increase in their performance to create a scientifically accurate hypothesis that is the essence of abductive inquiry, whereas for the experimental group there was no significant improvement in their hypothesis generation capacity. However, participants within the experimental group felt that their use of mobile devices created a sense of learner agency amongst themselves, developed their communication skills, made them feel responsible for their own learning, and also made learning scientific concepts more fun as opposed to what they are normally exposed to.</p>","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 2","pages":" 445-458"},"PeriodicalIF":2.6,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142185539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving the teaching of entropy and the second law of thermodynamics: a systematic review with meta-analysis†","authors":"Vincent Natalis and Bernard Leyh","doi":"10.1039/D4RP00158C","DOIUrl":"10.1039/D4RP00158C","url":null,"abstract":"<p >Entropy and the second law of thermodynamics have long been identified as difficult concepts to teach in the physical chemistry curriculum. Their highly abstract nature, mathematical complexity and emergent nature underscore the necessity to better link classical thermodynamics and statistical thermodynamics. The objectives of this systematic review are thus to scope the solutions suggested by the literature to improve entropy teaching. ERIC and SCOPUS databases were searched for articles aiming primarily at this objective, generating <em>N</em> = 315 results. <em>N</em> = 91 articles were selected, among which <em>N</em> = 9 reported quantitative experimental data and underwent a meta-analysis, following PRISMA guidelines. Risk of bias was assessed by the standards criteria of What Works Clearinghouse. Results from the qualitative selection show diverse solutions to solve the entropy teaching hurdles, such as connection to everyday life, visualization, mathematics management by demonstrations, games and simulations, criticism and replacement of the disorder metaphor and curriculum assessment. The synthetic meta-analysis results show high but uncertain effect sizes. Implications for teachers and researchers are discussed.</p>","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 1","pages":" 9-33"},"PeriodicalIF":2.6,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142185542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}