The 50 most-cited articles in Journal of Chemical Education, 2021

Computational chemistry modeling activities that took place as part of a course in physical chemistry are described. The main software tools used by the students were Avogadro and ORCA, which are freely available on the Internet for academic use. Avogadro is molecular visualization software, which can be used not only to prepare input files for a range of computational chemistry software but also to visualize output files from them. ORCA is an ab initio quantum chemistry program containing modern electronic structure methods, such as density functional theory, many-body perturbation, coupled cluster, multireference methods, and semiempirical quantum chemistry methods. Four introductory level computational chemistry activities are described for use in general chemistry and physical chemistry laboratory courses and all are suitable for virtual learning environments. Details of our implementation and the educational value of this work are discussed. In addition, a Student Assessment of their Learning Gains (SALG) survey was conducted after the implementation and the results are…

Abstract Heterogeneous catalysis plays an important role in many chemical reactions, especially those applied in industrial processes, and therefore, its theoretical foundations are introduced not only to students majoring in chemical engineering or catalysis but also as part of general chemistry courses. The consideration of catalytic activity of various solids and mechanisms of catalytic reactions requires the introduction of the concept of an active site, which together with the catalyst specific surface area are discussed as key parameters controlling the reaction rate. There are many known demonstrations of heterogeneous catalysis phenomena that can be performed live in a lecture hall, but all of them focus only on the general idea of catalytic processes and are not suitable for quantitative analysis. Therefore, herein we present a simple demonstration of the influence of the specific surface area of a catalyst on the rate of a catalytic reaction. This demonstration is based on a model reaction of hydrogen peroxide decomposition catalyzed by cobalt spinel (Co3O4) calcined at…

The role and efficacy of the laboratory in chemical education have recently been a subject of renewed discussion as researchers are called upon to address the question of whether laboratory education lives up to expectations. The COVID-19 pandemic, which forced most of the global student population to temporarily adopt remote learning, offers an unparalleled case study to investigate types of outcomes resulting from a variety of adjustments made to laboratory education. This scoping review article focuses on the reports of laboratory learning in chemistry and closely related disciplines during COVID-19 to analyze the types of adjustments made to laboratory curricula and the immediate effect of these adjustments on students. The aggregated findings suggest that a lack of hands-on laboratory experience was detrimental to certain types of learning and engagement but that other types of learning were successfully achieved remotely. For researchers, departments, and university administrators, the differentiation in these findings could help inform the ongoing discussion about the future…

For some professionally, vocationally, or technically oriented careers, curricula delivered in higher education establishments may focus on teaching material related to a single discipline. By contrast, multidisciplinary, interdisciplinary, and transdisciplinary teaching (MITT) results in improved affective and cognitive learning and critical thinking, offering learners/students the opportunity to obtain a broad general knowledge base. Chemistry is a discipline that sits at the interface of science, technology, engineering, mathematics, and medicine (STEMM) subjects (and those aligned with or informed by STEMM subjects). This article discusses the significant potential of inclusion of chemistry in MITT activities in higher education and the real-world importance in personal, organizational, national, and global contexts. It outlines the development and implementation challenges attributed to legacy higher education infrastructures (that call for creative visionary leadership with strong and supportive management and administrative functions), and curriculum design that ensures…

Machine Learning, a subdomain of Artificial intelligence, is a pervasive technology that would mold how chemists interact with data. Therefore, it is a relevant skill to incorporate into the toolbox of any chemistry student. This work presents a course that introduces machine learning for chemistry students based on a set of Python Notebooks and assignments. Python language, one of the most popular programming languages, allows for free software and resources, which ensures availability. The course is constructed for students without previous experience in programming, leading to an incremental progression in depth and complexity that covers both programming and machine learning concepts. The examples used are related to real data from physicochemical characterizations of wines, producing an attractive material that captures the interest of students. Topics included are Introduction to Python, Basic Statistics, Data Visualization and Dimension Reduction, Classification, and Regression.

Infrared (IR) spectroscopy is a vibrational spectroscopic technique useful in chemical, pharmaceutical, and forensic sciences. It is essential to identify chemicals for reasons spanning from scientific research and academic practices to quality control in companies. However, in some university degrees, graduate students do not get the proficiency to optimize the experimental parameters to obtain the best IR spectra; to correlate the IR spectral bands with the molecular vibrations (chemical elucidation); to have some criteria for any substance identification (especially relevant in quality control to recognize counterfeit); and to apply chemometrics for comparing, visualizing, and classifying the IR spectra. This work presents an experimental laboratory practice for an introductory teaching of the IR instrumental conditions in the identification of substances based on visual spectra comparison and statistical analysis and matching. Then, the selected IR conditions are applied to different commercial drugs, in the solid state or in solution, mostly composed of acetaminophen. Finally,…

Students’ social belonging in a general chemistry course has been shown to predict academic performance in that course. Additionally, students’ social belonging at the beginning of a general chemistry course has been shown to differ across demographics, such as gender. This social belonging exists as both an absolute sense of belonging in the course and as an uncertainty in that belonging. Both social-belonging components are important for students’ performance and retention in science, technology, engineering, and mathematics (STEM) fields. In addition to differential social belonging across demographics at the beginning of the course, social belonging can change in response to course performance. This change in social belonging may further affect performance which may further affect social belonging in a recursive spiral. In this study, we investigated the recursive effect between course-level social belonging (measured as two separate, but correlated, components: sense of belonging and belonging uncertainty) and course performance in a general chemistry 1 course delivered in a…

Abstract What we emphasize and reward on assessments signals to students what matters to us. Accordingly, a great deal of scholarship in chemistry education has focused on defining the sorts of performances worth assessing. Here, we unpack observations we made while analyzing what “success” meant across three large-enrollment general chemistry environments. We observed that students enrolled in two of the three environments could succeed without ever connecting atomic/molecular behavior to how and why phenomena happen. These environments, we argue, were not really “chemistry classes” but rather opportunities for students to gain proficiency with a jumble of skills and factual recall. However, one of the three environments dedicated 14–57% of points on exams to items with the potential to engage students in using core ideas (e.g., energy, bonding interactions) to predict, explain, or model observable events. This course, we argue, is more aligned with the intellectual work of the chemical sciences than the other two. If our courses assess solely (or largely) decontextualized skills…

Augmented/virtual realities (ARs/VRs) promise to revolutionize STEM education. However, most easy-to-use tools are limited to static visualizations, which limits the approachable content, whereas more interactive and dynamic alternatives require costly hardware, preventing large-scale use and evaluation of pedagogical effects. Here, we introduce https://MoleculARweb.epfl.ch, a free, open-source web site with interactive AR webpage-based apps that work out-of-the-box in laptops, tablets, and smartphones, where students and teachers can naturally handle virtual objects to explore molecular structure, reactivity, dynamics, and interactions, covering topics from inorganic, organic, and biological chemistry. With these web apps, teachers and science communicators can develop interactive material for their lessons and hands-on activities for their students and target public, in person or online, as we exemplify. Thousands of accesses to moleculARweb attest to the ease of use; teacher feedback attests to the utility in online teaching and homework during a pandemic; and in-class plus…

High Resolution Image Download MS PowerPoint Slide In organic chemistry textbooks ( S )-(−)-limonene, (−)-limonene or l -limonene, is often given credit for the smell of lemons, while the R -analogue, (+)-limonene or d -limonene, is credited with that of oranges. Results from two odor tests revealed that few persons in the test associated ( R )-(+)-limonene with oranges and ( S )-(−)-limonene with lemons, when these compounds were of analytical grade. Quality and composition of standard compounds and mixtures used in these olfactory tests were corroborated by gas chromatographic analyses. The statement of ( R )-(+)-limonene being responsible for orange odor and ( S )-(−)-limonene for the lemon odor apparently stems from an often quoted article from 1971. This investigation was a lesson for both our students and us. Textbooks in organic chemistry that still promote ( R )-(+)- and ( S )-(−)-limonene as, respectively, the “orange” and “lemon” smell ingredient should be corrected.

Writing is a key disciplinary practice in STEM used to construct scientific knowledge and communicate research findings. With its role in the scientific process, writing is often incorporated into STEM classrooms to train students in scientific writing. The importance of incorporating writing in STEM classrooms is heightened by the role it can play in supporting student learning of disciplinary knowledge and thinking. However, the characteristics of a writing assignment can shape how and what students are learning. Although faculty recognize the value of writing in instruction, they often face barriers that constrain the amount and types of writing they incorporate into their classes. This article describes the design and propagation of Writing-to-Learn assignments in introductory STEM courses at the University of Michigan through the MWrite program. Our aim is to present a framework that could inform similar efforts from the classroom to institutional levels. The Writing-to-Learn assignment design described herein incorporates a context-driven prompt followed by content-focused…

Some students struggle with chemistry because they do not find the relevance between chemistry content and their lives or they perceive their intelligence as fixed. Social-psychological interventions (SPIs), brief interventions that target students’ subjective experiences, were developed to address these issues. As a result, SPIs have been associated with gains in students’ academic performance, attitude, and persistence in various instructional settings; however, only a limited number of studies have explored SPIs within a chemistry context. This study evaluated the effectiveness of two SPIs, a growth mindset intervention (GMI) and a utility value intervention (UVI), on promoting students’ academic performance and attitude in a general chemistry course with a large class size. This study also explored a theoretical explanation for the relationship among SPIs, attitude, and academic performance. Each SPI was designed to facilitate instructional adoption and was implemented by posting three prompts incorporated into homework assignments. The results show that the UVI led to a…

Traditional visualization methods have a limited capacity to enhance students’ understanding of 3D molecular structure and reactivity. Studies have shown that 3D visualization tools can play an essential role in improving students’ learning. Augmented reality (AR) is a technology that merges virtual objects with real-world images seamlessly. We have previously developed a “marker-based” AR app (ARchemy) for Android devices to help students visualize molecular structures in 3D. Using recent technological advancements, to avoid the limitation of using a printed marker, we have successfully developed a simple and low-cost “markerless” AR app, which can be used for both Android and iOS devices. Students who used the AR app saw a significant increase in understanding of the complexity of molecular structures compared to those who used traditional molecular modeling kits. This unique technology will not only help teachers create more interactive and engaging lessons but also benefit students by making it more accessible and cost-effective to access the resources from any place and at any…

In response to the COVID-19 pandemic, many colleges and universities transitioned their face-to-face courses to emergency remote online courses during the spring of 2020. This study, conducted at a large, urban, diverse public university in the United States, answers the questions of how the sudden switch to emergency remote online instruction and the encompassing events of the pandemic changed student learning and engagement in a college-level introductory chemistry course. The research addresses the demographic and lifestyle factors that determine the magnitude of these changes. The mixed-methods approach uses a 19-item Pandemic Online Student Engagement (POSE) scale to quantitatively evaluate changes in student engagement and combines it with a qualitative analysis of student essay responses. The results reveal a decrease in student engagement, with underrepresented people of color (URPOC) students particularly affected and reporting significantly greater decreases in three of the four engagement components: skills engagement, participation engagement, and performance engagement.…

When students effectively engage with textbooks or videos prior to class, more active and collaborative learning activities can be incorporated into subsequent face-to-face learning. Such pre-lecture assignments are particularly important in flipped classrooms, where a portion of the content is delivered primarily before face-to-face instruction. While a large amount of research has addressed the need to improve active learning during lectures, little work has examined the need to improve out-of-class preparation. Most often, out-of-class preparation consists of videos or assigned textbook readings, but question-embedded videos have also been shown to be effective. When using question-embedded videos, students must pause the video and solve problems as they watch the video, transforming their passive video watching into an active learning experience. Here, we present the results of a randomized control trial study that compares learning behaviors and outcomes between students using content-equivalent resources: organic chemistry textbook readings or question-embedded videos. We…

High Resolution Image Download MS PowerPoint Slide NMR spectroscopy is a powerful spectroscopic tool that not only allows the determination of structures after synthesis, as usually explained to students of Organic Chemistry, but also is useful in many other fields such as medicine imaging, real-time industrial processes, material sciences, or metabolomics. In this experiment, students performed a ring-opening polymerization (ROP) reaction in the laboratory and, then, collected a series of 1D NMR spectra with the aim of determining the tacticity of the polymers formed and their number-average molecular weight. The deconvolution of 1 H and 13 C NMR experimental data was central in their learning process, and the consistence of the results obtained was validated within the literature. This exercise gave students skills on polymerization reaction processes, instrumental analysis, and determination and interpretation of NMR spectra in the use of deconvolution procedures along with the critical evaluation of the obtained results.

In the contemporary landscape of science education, teachers aspire to implement approaches that engage students with diverse teaching methods in diverse learning environments. By reviewing educational literature that deals with chemical escape rooms (ChEsRms), we can find several purposes they serve; however, only a few papers used ChEsRms for assessing student’s knowledge and 21st century skills. The “Escape Room-based Educational Assessment” (EREA) has been built, at the Faculty of Education in our institution, to serve high-school chemistry teachers and their students as an alternative learning and assessment environment. A variety of puzzles are described in this activity paper. The escape room is equipped with cameras that record students’ work while solving the puzzles, and at the same time, they can be observed by their teachers from a control room. Teachers were asked to provide feedback on the activity and specify which puzzles required the implementation of significant chemical knowledge, high order thinking skills (analysis, synthesis, or evaluation), and thinking…

The Griess assay is widely used by regulation agencies as an official method for nitrite quantification in water and food samples. In Brazil, the official method, which has been used to determine nitrite in food, was described by Instituto Adolfo Lutz (283/IV) in 1984. It uses 8 mL of reactants and provides 50 mL (reactants plus sample) of waste per sample analyzed. Here, students scaled down the official method 50 times and quantified nitrite in water and food samples by using just 0.2 mL of the Griess reactant and 1 mL of sample. Quantitative analysis was carried out using absorbance measured at 540 nm (standard method) and 96-well-plate images (proposed method) obtained with a desktop scanner. The nitrite was extracted from solid food samples by heating it in a water bath. After heating, sample color and turbidity were eliminated by addition of K 4 [Fe(CN) 6 ] and ZnSO 4 solutions and filtering. During samples preparation, students evaluate the heating time effect in nitrite extraction from sausage samples using hypothesis tests. Students did a series of matrix matched samples to…

High Resolution Image Download MS PowerPoint Slide Raman spectroscopy has become a popular analytical tool because of its ability to probe nondestructively and provide fingerprint information about materials. The advancements in the field of Raman spectroscopy and the expanding scope of applications warrant the introduction of the topic in the formal education curriculum. The introduction of Raman spectroscopy analysis in the educational curriculum helps the students learn the spectroscopy basics. Furthermore, component-wise familiarization and fabrication training will help the students to evolve their own methodologies to fabricate and customize the instrument for specific applications. Though many Raman spectrometers are commercially available, the high cost makes it unaffordable for most academic institutions. Herein, we describe an easy and cost-effective method to make a fully integrated portable Raman spectrometer and explain a few simple experiments which can be conducted at the classroom level using the fabricated device.

Engineering education is facing major challenges as it seeks to provide necessary and robust practical experience for all its undergraduate students. The limitation of resources (capital and operational), the increasing number of engineering students and the need to provide safe, up-to-date laboratory experiences have become global issues. Although the use of virtual laboratories (VLs) can provide some relief, within the engineering curriculum further pedagogical research is still needed. In this article, we investigate student perceptions of their learning experience that occurred using a commercial VL (Labster) for fermentation to replace the usual physical laboratory. We use Kolb‘s experiential learning cycle for the theoretical framework to examine the different stages of active learning and Bloom’s taxonomy to illustrate the levels of learning that occurred. Using a mixed-methods methodology, multiple sources were used to analyze the students’ experiences. In general, the simulation experience conducted as a VL was well-received by undergraduate students and they appreciated…

Virtual reality (VR) lab experiences for organic chemistry were developed at NC State University as an accessibility tool for students who are unable to attend in-person laboratories due to disabilities, attendance challenges such as pregnancy or military deployment, or safety concerns. The resulting first-person VR experiences are immersive and realistic, with a virtual teaching assistant guiding the user along the steps required to complete the experiment, including feedback as needed. During the COVID pandemic, these laboratories replaced traditional face-to-face laboratories at NC State and several other universities. During the summer of 2020, we used the Meaningful Learning in the Laboratory Instrument (MLLI) to measure both the cognitive and affective dimensions of students’ expectations of the virtual lab before the course and their experiences with virtual reality after completing the course. Students who completed virtual reality laboratories reported more positive affective experiences than they anticipated, including little frustration or confusion in the laboratory.

The aim of this study was to investigate how to develop prospective chemistry teachers’ TPACK and thus qualify them for the effective use of educational technology in their future chemistry teaching. For this purpose, we developed and evaluated a university seminar for the professional development of preservice chemistry teachers. We implemented this seminar at two German universities with students of two different expertise levels and courses of study. One group of students consisted of master students with an imminent internship semester while the other comprised bachelor students. In order to find out how preservice teacher training for digital literacy should be structured we measured the participants’ development considering their TPACK competence in lesson planning, TPACK self-efficacy, and attitude. The results revealed that the seminar is suitable for increasing the participants’ TPACK since we were able to improve the students’ skills to implement educational technology into their lesson plan. Yet, the residual comparison between both groups shows a significantly higher…

The MICRO project has developed a series of active-learning labs that can be safely delivered to students either at home or in person using paper microfluidic technology. The skills covered in these labs are appropriate for sophomore-level analytical chemistry courses and general chemistry.

An educational escape activity was developed, embedding elements of both augmented and immersive virtual reality technologies, in an active learning environment. The mental visualization of abstract concepts can be difficult for students, inhibiting their ability to reason cogently regarding important topics of stereochemistry. Consequently, an educational escape room coupled with immersive technologies can be utilized to foster teamwork and critical thinking while encouraging student interaction with three-dimensional virtual molecular phenomena. Nine participants were recruited from the University of East Anglia to complete the activity. From this first experience, student feedback and subsequent thematic analysis show not only the significant positive impacts on student engagement and learning but also the potential of this paradigm to be adopted as an educational tool.

Calls for diversity, inclusion, and equity in chemistry and science education have been ongoing. However, some faculty may find it difficult to challenge systemic inequities due to their pervasiveness. We posit that one working area for addressing systemic inequities in chemistry and science education is the removal of grading on a curve from our practices. Though this practice may be seen as traditional and “what people have always done”, we offer nine critiques of this approach and how it may exacerbate systemic inequities rather than help students. These critiques challenge a variety of taken for granted assumptions about grading on a curve, including that it is more objective, is more efficient, and assists in controlling for grade inflation. Through our critiques, we hope to highlight that these assumptions are not entirely accurate and/or they act more as a sorting mechanism than as a way to evaluate learning. Using a brief history of grading in the United States, including some that speak to the evolution of grading on a curve, empirical evidence, and expert perspectives on…

The American Chemical Society holds supporting diverse student populations engaging in chemistry as a core value. We analyzed chemical concept inventory scores from 4,612 students across 12 institutions to determine what inequities in content knowledge existed before and after introductory college chemistry courses. We interpreted our findings from a Quantitative Critical (QuantCrit) perspective that framed inequities as educational debts that society owed students due to racism, sexism, or both. Results showed that society owed women and Black men large educational debts before and after instruction. Society’s educational debts before instruction were large enough that women and Black men’s average scores were lower than White men’s average pretest scores even after instruction. Society would have to provide opportunities equivalent to taking the course up to two and a half times to repay the largest educational debts. These findings show the scale of the inequities in the science education systems and highlight the need for reallocating resources and opportunities throughout the…

An experimental approach to chemistry is a more meaningful way to learn than the use of textbooks alone. Working in the laboratory helps students understand basic concepts through their active engagement. Here, we present a series of inexpensive and environmentally friendly laboratory exercises on acid–base equilibrium. Their difficulty level is low, and they can be performed at home. Thus, they are especially suited for teaching in a social-distance context, such as during the COVID-19 pandemic. The experiments were designed to exemplify the main concepts of acid–base equilibrium, buffer capacity, and titration curves, using safe household reactants and no special equipment. RGB image analysis is used to detect pH variation and follow experiments’ progress. Titration of sodium carbonate with acetic acid using curcumin and red cabbage extracts as indicators is described. Our results show that curcumin extract is an excellent indicator for this purpose, and the end point is clearly observed through image analysis. These assays can be used and further adapted to teach students of…

A research-style laboratory experiment composed of the synthesis of MOF-74 materials, related structural characterization, and the cutting-edge application of electrocatalytic oxygen evolution reaction (OER) has been designed toward advanced undergraduates at East China University of Technology (ECUT). The desired monometallic MOF-74 (Ni-MOF-74 and Co-MOF-74) and bimetallic NiCo-MOF-74 were synthesized by students using cheap raw materials under mild reaction conditions. Students operated the modern instruments to perform powder X-ray diffraction (PXRD), Fourier transform infrared (FT-IR) spectroscopy, and thermogravimetric analysis (TGA) applied extensively in chemical research to explore whether the materials were successfully synthesized and the thermal stability under the guidance of the instructor. The electrocatalytic OER activity of bimetallic NiCo-MOF-74 was compared with monometallic Ni-MOF-74 and Co-MOF-74 to explore and understand the bimetallic synergy effect in MOFs materials. This experiment not only enabled students to master the solvothermal method for MOFs synthesis…

This study examines gender representation in 10 current (2016–2020) US college-level general chemistry textbooks. On average, females were found to constitute 30% of images and 3% of the named science, technology, engineering, math, and medical (STEMM) professionals in the index. A male name appears on average every four pages of text, while a female name appears every 250 pages of text. Male overrepresentation is not driven by a pedagogical need to include specific individuals, since the textbooks only have eight names in common. Gender imbalance was ubiquitous among all publishers examined and observed in both traditional and electronic texts. We speculate that male overrepresentation in chemistry textbooks reflects and perpetuates unconscious gender bias in STEMM.

During the Spring 2020 semester, many institutions abruptly transitioned their courses from face-to-face instruction to remote learning in response to the COVID-19 pandemic. To address the unique challenges posed by the remote teaching and learning modality, our department used mobile technology to adapt empirically validated instructional strategies for use in our remote courses. At Merrimack College, all faculty and students have iPads and Apple Pencils, and the members of the Department of Chemistry and Biochemistry have incorporated this mobile technology into all of our course offerings. Our continued use of this technology eased the transition for both faculty and students by promoting course continuity and decreasing the cognitive load imposed by the transition. Survey responses suggest that students appreciated the structure provided by scaffolded course materials and synchronous class meetings, which helped keep them engaged in their chemistry courses. Coupling active learning instruction with the Zoom video conferencing platform allowed students to connect with the…

Interactive molecular dynamics in virtual reality (IMD-VR) simulations provide a digital molecular playground for students as an alternative or complement to traditional molecular modelling kits or 2D illustrations. Previous IMD-VR studies have used molecular mechanics to enable simulations of macromolecules such as proteins and nanostructures for theclassroom setting with considerable success. Here, we present the INTERACHEM molecular visualizer, intended for reactive IMD-VR simulation using semiempirical and ab initio methods.INTERACHEM visualizes not only the molecular geometry, but also 1) isosurfaces such as molecular orbitals and electrostatic potentials, and 2) two-dimensional graphs of time-varyingsimulation quantities such as kinetic/potential energy, internal coordinates, and user-applied force. Additionally, INTERACHEM employs speech recognition to facilitate user interaction and introduces a novel “atom happiness” visualization using emojis to indicate the energeticfeasibility of a particular bonding arrangement. We include a set of accompanying exercises that we have…

This study is a follow up to two earlier studies characterizing student real-time use of mechanistic arrows. In these previous studies, students were asked to predict a product by drawing a curved arrow mechanism using an interface that allowed recording and replay of student actions. In the present study two different student cohorts responded to the same tasks as the original studies: a cohort who were enrolled in a traditional organic course, and a cohort who were part of a transformed organic course (Organic Chemistry, Life, the Universe and Everything, OCLUE). Both cohorts improved in their ability to predict an appropriate product over the two semesters, and we found little meaningful difference in the ability of students from either cohort to predict the outcome of a familiar reaction. However, students in the OCLUE cohort were more likely to draw mechanistic arrows than the students from the traditional course. In contrast, when the task involved predicting the product of an unfamiliar reaction, OCLUE students were over three times more likely to draw mechanistically…

High Resolution Image Download MS PowerPoint Slide This paper reports the development and application of a low-cost multifunctional webcam spectrophotometer for the conduct of molecular absorption and fluorometric measurements. The equipment, which costs approximately US$20 to be fabricated, consists of a webcam, a diffraction grating, and a slit, all positioned inside an MDF box. Spectral measurements were carried out using the multifunctional equipment with the aid of a free software. The equipment was found to be suitable for conducting qualitative and quantitative analyses of fluorescence, absorption, and emission spectra and for analytical determinations in the spectral range of 380.00 to 1000.00 nm with 0.8 nm resolution. By simply changing the light radiation source, the equipment allowed us to determine the thermodynamic equilibrium constant of Alizarin Red S (1,2-dihydroxyanthraquinone-3-sodium sulfonate) and to obtain the fluorescence spectra of chlorophyll and anthocyanins (two natural pigments). The multifunctional spectrophotometer allows one to perform real-time…

Response process validity evidence can provide researchers with insight into how and why participants interpret items on instruments such as tests and questionnaires. In chemistry education research literature and the social sciences more broadly, response process validity evidence has been used and reported in a variety of ways. This paper’s objective is to support researchers in developing purposeful, theory-driven protocols to investigate response processes. We highlight key considerations for researchers who are interested in using cognitive interviews in their research, including the following: the theoretical basis for response process investigations, collection of response process validity evidence through cognitive interviews, and use of that evidence to inform instrument modifications.

Abstract In this work, we introduce the VR2E2C system for Virtual Reality Remote Education for Experimental Chemistry. It aims to increase scientific literacy about remote education of theoretical and experimental chemistry among the public and high school students. It provides a laboratory option for students with disabilities who are keen on chemistry experiments but have limited mobility. VR2E2C provides three modes to accomplish the training: users can choose to control the intelligent robot to finish the experimental operations by instruction or choose to watch the experiments automatically conducted by VR2E2C. The experimental results can be delivered to users in real time or later. This system provides remote education for safe and high fault-tolerant experimental topics, demonstrating how the latest VR and robotics technology could benefit traditional chemical education.

The need for more sustainable practices is in high demand. Green chemistry discusses practices that would lead to less harmful chemical products ending up in the environment. Herein, we describe an outreach activity that introduces minority high school students to the topic of green chemistry. Three hands-on activities were done to illustrate a few of the 12 principles of green chemistry. The students picked suitable solvents, built ball-and-stick models of organic molecules, and made “green” paint during an interactive case-based green chemistry module. The students expressed their enjoyment of the activity and showed gains in green chemistry knowledge and attitude toward chemistry after participating in the module.

As teaching laboratories stand empty in light of COVID-19, we extended the practical experience from the laboratory to the safety of the students’ homes. We developed a simple, robust, and versatile at-home experiment that teaches solution preparation, calibration curves, real-life sample preparation, and data analysis to second-year analytical chemistry students. Solutions were prepared using common kitchen tools and readily available corn starch, syringes, and trophic iodine for a low cost below $20. A calibration curve for the brightness of corn starch–iodine solutions as a function of starch concentration was prepared. Solutions were imaged using a smartphone camera, and the brightness of each solution was quantified using ImageJ. Starch was extracted from a ripe banana and quantified using the calibration curve. Extending the practical experience to students’ homes in the age of COVID-19 not only provides them with a better sense of the real chemistry laboratory they will one day return to but also helps solidify and expand on key concepts learned in the virtual classroom.

High Resolution Image Download MS PowerPoint Slide A novel technology that employs computer vision (CV) to carry out an automatic titration experiment is presented. The experiment is designed to facilitate understanding of the basics of the CV technology and its application in chemistry among undergraduate students. The standard chemical procedure of titration has been chosen, since it is well-known to students who completed general chemistry or similar foundation chemistry courses. A significant advantage of CV-based automation is the use of open-source software and readily available electronic devices, as no expensive specialized equipment or proprietary software is required. The experiment can be performed remotely, either live online or with prerecorded videos. The reported technology is accessible to virtually any educational institution as well as to individuals. The proposed technology provides affordable and safe means for remote execution of titration experiments for students with disabilities. Therefore, the proposed experiment is suitable for traditional laboratory…

This paper reports the development of a digital escape room for high school students using Genially, a web-based media platform. The escape room was used to aid understanding of basic concepts in chemistry and mostly enhance students’ classes participation during the COVID-19 pandemic. The activity entitled “The thalidomide mystery” covered the concepts of chemical bonding, pH, acid and base, and laboratory glassware. The narrative of the game revolves around the drug named thalidomide; this drug was developed in the 1960s and its use caused several cases of phocomelia. WhatsApp chat groups were formed to stimulate an active engagement of the participants and maintain a collaborative and cooperative learning experience among them. Students were required to solve four chemistry puzzles to obtain the final password to reach the end of the game. The results obtained showed that the game was very useful for students mainly because it presented an innovative way of teaching chemistry, different from the traditional way in which the students are usually taught in their classrooms. The…

The promotion of spatial skills is essential in chemistry education. However, the process of acquiring these skills can be monotonous if learning is limited to the memorization of Newman projections or 3D molecular kits. Existing approaches to learning using visualizing tools require physical models which limit learning activities to within the classroom. Augmented reality (AR) in chemistry education allows students to see actual compound representation in a 3D environment, inspect compounds from multiple viewpoints, and control compounds interaction in real-time in any location. This facilitates the understanding of the spatial relations between compounds. We developed a methodology to use and assess an AR program to teach chemistry to associate degree science students. Figures of small organic molecules together with customized AR cards were used to let students appreciate the complexity of a 3D compound structure by viewing and rotating the depicted compounds. The effectiveness of learning chemistry using AR technology was evaluated. Quantitative questionnaire feedback results…

Abstract In early 2020, the COVID-19 pandemic compelled the field of education to swiftly redesign courses for hybrid and online teaching environments. The lack of in-person learning prompted professionals to rapidly incorporate unique and previously never-seen teaching practices in numerous different fields. One of the biggest challenges that educators have been facing during these difficult times is the lack of hands-on technology-based teaching activites under hybrid and online environments. To mitigate this issue, a small, affordable, and 3D-printed visible spectrophotometer (SpectroBox) was developed to allow instructors to rapidly create a portable instrument and provide a hands-on learning experience for students. SpectroBox is mainly a do-it-yourself at-home platform specifically designed for rapid implementation; thus, instructors can deploy SpectroBox under various learning environments, such as remote and hybrid practices. Included parts are in a small package and are transportable via standard parcel delivery; consequently, students can get access to these spectrometric…

High Resolution Image Download MS PowerPoint Slide The present technology report is aimed at demonstrating how the implementation of VR chemistry simulations of atomic structure enhances learning among students. MEL Chemistry VR lessons were incorporated into the classroom for 43 first-year undergraduate ITMO University students. The visualization techniques provided the learners with two important opportunities: (1) connecting the macroscopic and tangible component of chemistry with the submicroscopic component (the real world and the world of molecules) and (2) connecting the submicroscopic component of chemistry with the representational one (atomic structure and orbital diagrams). The results show that implementation of the VR experience into the atomic structure laboratory enhances the learning experience of the students.

The Department of Chemistry at the University of California, Irvine (UCI), instituted an upper-division “Writing for Chemists” course in fall 2017 that fulfills part of UCI’s writing graduation requirement. During the 2019–2020 school year, the course was redesigned using a specifications grading system with the following goals: (1) to teach students how to develop their own writing practice, while mastering chemistry discipline-specific writing conventions; (2) to provide students with frequent and constructive instructor and teaching assistant (TA) feedback by providing ample revision opportunities; (3) to increase transparency in how students can achieve course SLOs; and (4) to provide students with consistent and clear assessment rubrics. This specifications grading approach uses a high-pass, low-pass, unsatisfactory system predicated on whether students meet a certain number of criteria for each assignment. Achievement of student learning outcomes (SLOs) was assessed using criteria instead of points so that instructors and students could more objectively measure student…

High Resolution Image Download MS PowerPoint Slide The periodic table is an essential topic in the teaching and learning of science at all education levels, as it contains information about the main physical and chemical properties of the different elements constituting the matter. However, becoming familiar with the facts behind the periodic table such as the element names and/or symbols, their metallic character, their electronegativity, and so on, may seem a tedious and boring task, depending on the approach the teacher uses. One way to stimulate students is through so-called gamification, in which learning occurs as an “almost undetected” consequence of playing a game. Of course, the game must be designed and prepared in such a way that the game and learning come together. In this work, we present Chemical Battleship, a chemical version of the classic board game Battleship, to learn the main topics contained in the periodic table and identify the common glassware of the lab. Additionally, using this game facilitates presenting the chemistry from a fun approach to certain…

Resonance is a fundamental concept that is necessary for students’ successful learning in organic chemistry. However, there is a need to know more about both (1) what students find important when describing resonance and (2) students’ conceptual understanding. This research seeks to address this discrepancy by examining second-semester organic chemistry students’ responses to a writing-to-learn (WTL) assignment focused on resonance. This work is guided by the cognitive process theory of writing and studies within undergraduate STEM and chemistry courses that indicate the usefulness of WTL assignments for examining how students convey their understanding of fundamental concepts. We analyzed students’ responses to a WTL assignment designed to elicit students’ explanations of resonance and its influence on reactivity to a general, nonscientific audience. The goal of our analysis was to identify the features students found important when explaining resonance and to gain insight regarding their conceptual understanding. The analysis was guided by an analytical framework outlining the…

This work is focused on upper-secondary school students’ ability to use the periodic table of elements to solve problem tasks. Eye-tracking and retrospective think-aloud methods were used to evaluate the reasoning behind the students’ ( N = 8) performance, i.e., to map the strategies they used and problems they faced when solving the tasks. The data from the eye-tracker were submitted to a quantitative analysis–time fixation duration evaluation on predefined areas of interest. The think-aloud method supporting the eye-tracking record together with the students’ transitions also enabled a qualitative analysis of the students’ procedure. Most of the students failed the tasks. The main reason was their lack of fundamental knowledge together with low reading and problem-solving skills, in addition to a lack of motivation to solve more demanding tasks. Their knowledge and ability to use the periodic table was proved insufficient to the corresponding curricular objective. The students mostly used expansive strategies, however, due to some problems (e.g., low prior knowledge,…

High Resolution Image Download MS PowerPoint Slide The COVID-19 pandemic has swiftly forced a change in learning strategies across educational institutions, from extensively relying on in-person activities toward online teaching. It is particularly difficult to adapt courses that depend on physical equipment to be now carried out remotely. This is the case for bioinformatics, which typically requires dedicated computer classrooms, as the logistics of granting remote access to a workstation or relying on the computational resources of each student is not trivial. A possible workaround is using cloud server-based computing resources, such as Google Colaboratory, a free web browser application that allows the writing and execution of Python programming through Jupyter notebooks, integrating text, images, and code cells. Following a cloud-based approach, we migrated the practical activities of a course on molecular modeling and simulation into the Google Colaboratory environment resulting in 12 tutorials that introduce students to topics such as phylogenetic analysis, molecular…

An emergent theme from the past spring during COVID-19 remote learning was the difficulty of providing meaningful, relevant, hands-on, wet chemistry experiences at home and the potential impact of their absence upon student learning and engagement. This article shares the process and results of developing an appropriate, easy, inexpensive, safe, and relevant hands-on, at-home DIY kit of wet laboratory activities for a first-semester high school organic chemistry course. Troubleshooting, tips, handouts, and evidence of learning and engagement are provided to supplement the already-published procedures for many of the activities. Whether instructors have already started teaching or are preparing for an upcoming course, this article should enable the rapid incorporation of an at-home laboratory curriculum to supplement student learning and promote engagement with appropriate alternatives to traditional experiments.

This paper addresses the incorporation of a scaffolded infographic project into a majors’ organic chemistry laboratory. Students were given the freedom to choose their topic with the stipulation that it must be relevant to both organic and green chemistry. This scaffolded project consisted of the following eight phases: (i) summarizing and evaluating an existing infographic, (ii) delving into green chemistry literature, (iii) proposing infographic topic, (iv) gathering components for the infographic, (v) analyzing infographic maker websites, (vi) creating infographic and providing peer feedback on first drafts, (vii) revising infographic and providing final feedback, and (viii) posting infographic on Twitter. Since this was a semester-long project implemented in a remote environment, a variety of instructional technologies including Flipgrid, Perusall, FeedbackFruits Peer Review, Google Jamboard, and chemical drawing software were utilized. The analysis of the project’s impact on cognitive gains through Student Assessment of Learning Gains and through pre- and post-test responses…

Current research suggests that students often fail to focus equally on the three aspects of scientific argumentation (cognitive, epistemic, and social) when they are given an opportunity to engage in argumentation. This study examined student argumentation within a two-semester general chemistry laboratory sequence at East Carolina University to explore how the three aspects of argumentation change over time with repeated exposure through the Argument-Driven Inquiry (ADI) instructional model for laboratory instruction. Video recordings of group argumentation across five investigations were transcribed and coded using the Assessment of Scientific Argumentation in the Classroom (ASAC) observation protocol. A positive increase was seen in the total ASAC scores for each of the experiments. A significant increase was seen within each of the three subcategories of the ASAC observation protocol, cognitive, epistemic, and social, over the two-semester sequence. These results support the idea that increased opportunities to engage in argumentation improves an essential scientific practice.