The 50 most-cited articles in Journal of Chemical Education, 2022

High Resolution Image Download MS PowerPoint Slide In recent years, the food industry has been undergoing major changes driven by new social and environmental demands. Nowadays, biodegradable packaging is perceived as the most feasible alternative for food packaging. Great efforts are being devoted to the development of new materials from agro-industrial wastes and byproducts that are opening new alternatives and trends in the biopolymer sector. The aim of this laboratory exercise is to provide a tool to motivate active learning of new technologies and trends in the chemistry of biopolymers. The presented guide introduces to undergraduate students to the basic concepts of polysaccharide-based biopolymers and the characterization of functional properties. This exercise is focused on barrier properties, specifically on water vapor permeability. Chitosan is used as an example of a biopolymeric matrix, and its synthesis and water vapor permeability measurement are described in detail. In addition, a guide for the 3D printing of a temperature-controlled permeability chamber is provided,…

Organic chemistry reaction mechanisms are central to the discipline of organic chemistry but challenging for students to learn and for instructors to teach. Due to the unique challenges surrounding the topic, reaction mechanisms have been the focal point of many studies within organic chemistry education research. This article provides a scoping review of the existing research on students’ descriptions and explanations of organic chemistry reaction mechanisms and synthesizes the results and implications of the body of literature. The first half of the article provides an overview of the various reasoning frameworks researchers use to characterize students’ reasoning with reaction mechanisms, including synthesizing the literature on students’ approach to reaction mechanisms using a range of teleological, anthropomorphic, mechanistic, and causal reasoning. The second half of the article synthesizes the findings in the literature regarding students’ explanations of features and concepts common across reaction mechanisms (i.e., the electron-pushing formalism, nucleophiles and…

Abstract k cat and k cat / K M are the two fundamental kinetic parameters in enzyme kinetics. k cat is the first-order rate constant that determines the reaction rate when the enzyme is fully occupied at a saturating concentration of the substrate. k cat / K M is the second-order rate constant that determines the reaction rate when the enzyme is mostly free at a very low concentration of the substrate. Both parameters provide critical information on how the enzyme lowers the energy barriers along the reaction pathway for catalysis. However, it is surprising how often k cat / K M is used inappropriately as a composite parameter derived by dividing k cat with K M to assess both catalytic power and affinity to the substrate of the enzyme. The main challenge in explaining the true meaning of k cat / K M is the difficulty to demonstrate how the reaction energetics of enzyme catalysis determines k cat / K M in a simple way. Here, I report a step-by-step demonstration on how to visualize the meaning of k cat / K M on the reaction energy diagram. By using the reciprocal form of the…

Studies suggest that active learning positively impacts the student learning experience. However, the supporting data are mostly aggregated across different demographic groups, and hence little is known about equity in active learning implementation and how it may vary across diverse populations and different instructional components. This perspectives article offers ideas for how introductory chemistry instructors can foster both equitable and active learning implementation for all students. Semistructured interviews with students from diverse backgrounds have revealed barriers to equity in the different components of an active learning chemistry course: outside-classroom preparation, inside-classroom activities, and feedback and assessment . Recommendations for addressing these barriers are also provided based on the student interviews and from the literature. The findings are likely applicable to all science disciplines.

Solving problems in organic chemistry often requires the consideration of reaction mechanisms. As such, much research has been devoted to the examination of how students consider mechanisms when solving various types of organic chemistry problems, such as predicting the products of a reaction or proposing a synthesis. This article provides a scoping review of this body of research, with a focus on the key themes in the research literature regarding students’ problem solving with organic reaction mechanisms. We first review the literature focused on how students approach mechanism problems in organic chemistry and the common challenges students face with using the electron-pushing formalism. We then identify and synthesize the research findings related to four themes prevalent in the literature about students’ mechanistic problem solving. The first two themes are concerned with common difficulties students demonstrate when solving mechanism problems: (1) solving problems with a product-oriented, rather than process-oriented, approach and (2) focusing on surface features rather than…

This article reports the results of a curriculum survey of 322 analytical chemistry instructors (92% U.S.-based) conducted during Spring 2021. This snapshot of current course formats, topics, and pedagogical methods will be useful to both seasoned and novice teachers of analytical chemistry. The majority of respondents reported that their major requires two analytical chemistry courses, and 97% of respondents reported that at least one analytical course is required. Over 80% reported a required analytical lab course. The topic rated most important was standardization and calibration methods, followed by UV–vis absorbance spectroscopy, data handling, HPLC, GC, statistical analysis, general chromatographic theory, sources and types of error, mass spectrometry, and acid–base theory/equilibria/buffers. In general, topics that were rated as important were likely to be taught in required courses and addressed in hands-on laboratories. Over 80% of instructors reported the use of at least one evidence-based active learning strategy. In response to open-ended questions, instructors shared…

High Resolution Image Download MS PowerPoint Slide We review the literature, from 2006 to 2020, focused on the teaching and learning of chemical bonding. The studies included in our review (48 studies set in 19 different countries overall) involved secondary and postsecondary students as well as K-12 teachers and university faculty. We synthesize these studies’ findings to provide implications for future research and instruction. To this end, our analysis summarizes the range of methodological choices employed and reports on students’ understanding of chemical bonding. On the basis of our analysis, we find that studies tended to overemphasize the cataloging of alternative conceptions in the context of first-year general chemistry, which suggests the need for more work that emphasizes students’ reasoning regarding advanced models of bonding in higher levels of the undergraduate chemistry curriculum.

High Resolution Image Download MS PowerPoint Slide There is little doubt that motivation influences the extent to which individuals engage with online learning experiences. With the increasing role of digital technologies within chemistry higher education, this study illustrates how an augmented reality (AR)-supported educational escape activity (EEA), based on topics of inorganic stereochemistry, can be employed within an online environment. The design aspects of our activity were guided by principles of Self-Determination Theory (SDT)─an intrinsic-extrinsic theory of motivation. We sought to actively support the fundamental needs of competency, autonomy, and relatedness. Our control group was provided with a copy of our EEA that utilized two-dimensional drawings. Reported measures of competency were seen as a positive predictor of intrinsic motivation. However, in this study, this was not observed to be a positive predictor of academic performance. The introduction of AR, over and above the EEA, did not result in any significant differences in reported intrinsic motivation or…

The present work describes a simple hands-on experiment kit for colorimetric quantification of ferric (III) ion (Fe 3+ ) in an aqueous medium using anthocyanin extracted from Ruellia tuberosa L. as a green indicator. The extraction of a high amount of anthocyanin was easily accomplished by using only hot water instead of an organic solvent. The formation of the colored Fe 3+ –anthocyanin complex occurred on a homemade 24-well plate and the generated color was captured by a smartphone. The increase in color intensity was measured in the red, green, blue (RGB) system by the ImageJ software under the optimum conditions. The developed method enabled quantification of Fe 3+ at low concentrations with the detection limit of 0.03 mg L –1 and provided the linear range (0.05–2.0 mg L –1 ) with good linearity ( R 2 = 0.9985) with Fe 3+ concentration. The concentrations of Fe 3+ in water samples determined by the developed method were not significantly different from those measured with UV–visible spectrophotometry at a 95% confidence level. In addition, the extracted anthocyanin stored at 4…

Theoretical and practical foundations of basic electrochemical concepts of heterogeneous charge transfer reactions that underline electrochemical processes are presented for their detailed study by undergraduate and postgraduate students. Several simple methods for calculating key variables, such as the half-wave potential, limiting current, and those implied in the kinetics of the process, are explained, discussed, and put in practice through simulations making use of an Excel document. The current-potential response of electron transfer processes of any kinetics (i.e., any degree of reversibility) are deduced and compared for electrodes of different size, geometry, and dynamics, namely: static macroelectrodes in chronoamperometry and normal pulse voltammetry, and static ultramicroelectrodes and rotating disc electrodes in steady state voltammetry. In all cases, a universal, normalized current-potential response is obtained in the case of reversible (fast) electrode reactions, whereas this is not possible for nonreversible processes. For this last situation, different widely used…

Systems thinking in chemistry education (STICE) has been proposed as an approach that could better equip students with abilities to connect their chemistry knowledge with other disciplines, with the skills needed to tackle complex global issues. However, educational change in chemistry is a complex effort that involves many interconnected factors that enable or hinder chemistry educators’ adoption of new pedagogical approaches. Using an adapted version of the Teacher-Centered Systemic Reform (TCSR) model, we investigated factors that connect with chemistry educators’ willingness and ability to implement a STICE approach in their courses. We surveyed a group of 56 secondary and post-secondary chemistry educators from ten different countries, to capture chemistry educators’ perspectives towards a STICE approach. Through thematic analysis of responses, we found that educators’ willingness and ability to implement STICE is influenced by their knowledge, beliefs, experiences, contextual and personal factors. We discuss specific aspects of the reform model that experts and administrators…

This paper describes the transfer from face-to-face education to emergency remote teaching of chemistry laboratory courses in a bachelor's degree in Pharmacy during the COVID-19 pandemic. The virtualization was carried out using videos of each experimental practice and questionnaires containing the experimental data needed. The contents were integrated into the virtual platform Blackboard Collaborate, where tutorials and remote support from the teachers were provided to solve the issues raised. The didactic strategy was very positive: it turned the students into active learners, fostering knowledge sharing and promoting the self-management of their learning process. The teachers acted as guides, raising questions, and provided continuous feedback to the students that contributed to knowledge assimilation and competence acquisition. The teaching-learning process was evaluated through a rubric that graded the reports delivered by the students and a final online test. The impact of this teaching methodology was assessed by comparing the students' marks with those obtained in the…

Abstract The Case Study (CS) method is a teaching methodology based on constructivism and centered on students, which actively develops their learning. Through the study of a case, which can be a real or fictional story based on everyday life, the student is asked to solve a dilemma and thus is expected to develop higher skills. Through this systematic review, it was possible to analyze the research studies about the CS methodology in the area of chemistry teaching in the past decade (2010 to 2019) in relation to the objectives sought with the use of the method, formats of application, and main results obtained. The research was carried out using the SciFinder and Education Resources Information Center databases. A total of 42 articles were analyzed, most of them focused on higher education, and covered several chemistry areas with emphasis on general chemistry. Most of the time, cases are applied to small groups of students, which seeks to promote dialogue and collaboration. The results of the articles indicate that the CS method can be effective for developing higher skills such…

High Resolution Image Download MS PowerPoint Slide Socio-scientific issues demonstrate the relationship between science, technology, and society by considering currently unresolved questions. The problem of plastics and their pollution is just one example with important implications for the planet. The aim of this paper is to revisit socio-scientific issues and see them as a way of developing citizens’ critical thinking skills through chemistry education. In light of the problems posed by plastics, we present evidence tested with Spanish grade-8 students of how critical thinking skills can be developed through chemistry education in terms of the vision of chemistry, understanding acquisition, a holistic approach to problems, critical analysis of information, argumentation, decision making, personal autonomy, and communication. This study also presents some examples of how progress in the development of critical thinking by students has been evaluated.

This paper shows a method for integrating computer programming into a standard physical chemistry laboratory sequence to augment student analysis abilities and allow them to carry programming skills forward to other courses. The Python programming language is used, taking advantage of the pedagogical benefits of Jupyter notebooks, primarily the ability to intersperse instructions and interactive code cells. A series of five notebooks, plus one traditional script exercise are designed to teach basic techniques (e. g. loops, assignments, data types), instrument interfacing, model fitting, and introductory quantum chemistry. The skills are directly applicable to labs the students perform during the hands-on portion of the courses. A survey of students who have completed the course show high confidence in their ability to learn new skills, and student comments reveal they have used these skills in a variety of other contexts.

Undergraduate research is an important experience that increases retention, ownership, and learning. Integrating research experiences into the classroom is the focus of course-based undergraduate research education (CUREs) and has become an important tool in curricula of many universities. This article will serve as a guide for those interested in starting a CURE. Information on the makeup of CUREs and a suggested workflow to design a CURE for chemistry disciplines is described. Examples of recent chemistry focused CURE examples and an introduction to supported CURE networks are described to help orient faculty interested in advancing their work as well as creating CUREs at large institutions and curricula that scaffolds CUREs at several levels.

This study described the implementation procedure (step-by-step) of the culturo-techno-contextual approach (CTCA) in the classroom with concrete curricular examples for each step. The study then proceeded to explore the potency of CTCA on nuclear chemistry, a traditionally perceived difficult concept among secondary school students in Nigeria, as obtained from the survey phase of the study. Using a quasi-experimental research design, we had a total of 221 senior secondary school two (SS2, the equivalent of grade 11) students from two schools in educational district V of Lagos State, Nigeria, who participated in the experimental phase of the study. After the pretest exercise for both the experimental and comparison groups, we had a four-week treatment where the experimental group was taught with CTCA, and the comparison group was taught with the conventional lecture method. Four weeks after the posttest, a retention test was conducted for both groups using the same Nuclear Chemistry Achievement Test instrument used for the pre- and posttests. Data collected were analyzed using…

Chemistry students are passionate about using their learning to contribute toward a sustainable future, yet they feel unprepared to make green and sustainable practical decisions informed by industry-relevant tools. Most green chemistry metrics are mass-based, which do not estimate environmental impact or help address global socioeconomic challenges. We present the introduction of two complementary quantitative tools used in industry to compare greenness and environmental impacts of chemical reactions: (i) DOZN 2.0, a free online software inspired by the 12 principles of Green Chemistry and (ii) Life Cycle Assessment (LCA) metrics integrated with systems thinking to connect the chemical reactions to the UN SDGs. Students worked collaboratively on projects comparing two organic synthetic processes with the free, online software DOZN2.0 developed by MilliporeSigma to calculate aggregate scores and choose the greener synthesis. The chemical evaluation was complemented with quantified univariate green chemistry metrics and multivariate life-cycle impacts using nine LCA impact category…

High Resolution Image Download MS PowerPoint Slide Nowadays, technologies involving nanoparticles, colloids, sensors, and artificial intelligence are widespread in society, media, and industry. It is thus mandatory to integrate them into the curricula of students enrolled in chemistry and materials science. To this purpose, we designed a simple assay for the detection of glutathione (GSH) using surface-clean gold nanoparticles (Au NPs). The alteration of the electric double layer of the Au NPs with increasing GSH concentration causes the particles to aggregate, producing a measurable change in color. This behavior, which is widely exploited for optical sensing, has been introduced in an undergraduate course to familiarize the students with the concepts of nanoparticles, colloids, colloidal stability, and sensor features (selectivity, sensitivity, detection range). Nonetheless, there are no analytical models to quantitatively relate the absorption of Au NP colorimetric sensors to analyte concentration, which is the ideal condition for resorting to machine learning (ML). Hence, an…

High Resolution Image Download MS PowerPoint Slide Traditionally, laboratory practice aims to establish schemas learned by students in theoretical courses through concrete experiences. However, access to laboratories might not always be available to students. Therefore, it is advantageous to diversify the tools that students could use to train practical skills. This technology report describes the design, development, and first testing of a mobile augmented reality application that enables a hands-on learning experience of a titration experiment. Additionally, it presents the extension of the TrainAR framework for chemical education through the implementation of specific domain features, i.e., logbook, graph, and practical oriented hints. To test the application, 15 participants were recruited from five different high schools and two universities in Belgium. The findings reflect that the MAR Lab app was well-received by the users. In addition, they valued the design elements (e.g., logbook and multiple-choice questions), and the system has “good” usability (SUS score 72.8, SD =…

We designed the current gamification strategy for an undergraduate introductory organic chemistry course to enhance the student engagement. We implemented it in two classes from the Pharmacy and Chemistry courses using several gaming elements: attendance, punctuality, game-based applications, board games, knowledge tournament, video classes, and group tasks to increase student motivation and achievement. All of the gaming elements guaranteed points to students in a leaderboard. At the end of the semester, a reward system compensated students with additional scores to their final average, badges, and gifts. Finally, the students evaluated the gamification, and the results obtained were quite positive.

Students determine the iron mass in dietary supplements using four colorimetric assays. These colorimetric assays were selective for Fe 3+ . It was complexed by thiocyanide, salicylate, gallic acid, and Fe(CN) 6 4–, forming blood-red, red, violet, and blue complexes, respectively. The λ max of these complexes were 447, 480, 570, and 700 nm, respectively. These assays were scaled-down, where 1 mL of chromogenic reagent was mixed with 0.1 mL of sample. Salicylic acid, gallic acid, and K 4 [Fe(CN) 6 ] were harmless and cheap chromogenic reagents that could be used instead of traditional chromogenic reagents such as KSCN and phenanthroline. Quantitative analysis was carried out using absorbance measured at λ max of each assay (standard method) and 96-well-plate digital images obtained with a desktop scanner (proposed method). The matrix effect was investigated by comparing the standard addition curves with the external calibration curves, where no matrix effect was found. Results obtained using the four assays were compared using hypothesis tests such as one-way ANOVA, post-hoc tests,…

High Resolution Image Download MS PowerPoint Slide Chemical escape rooms (ChEsRms) are educational games in which students use their brain, chemical knowledge, intuition, and a bit of luck to solve a mystery. At the Weizmann Institute, we have developed ChEsRms that are implemented by teachers in their classes. Since the COVID-19 pandemic stopped all the educational activities that took place in physical space, we decided to design a virtual ChEsRm (VChEsRm) that is fully conducted in digital space. We describe the design principles that characterize the VChEsRm and present the students’ and teachers’ perceptions of the VChEsRm and how it differs from the ChEsRm. We describe “The Masked Scientist”, a VChEsRm in which students must identify a scientist using their knowledge of basic topics in the chemistry syllabus: the model of the atom, radioactivity, and the periodic table. This VChEsRm has added values, a connection to history, human rights, and sustainability, as well as interesting and surprising chemical facts related to everyday life. Since it is conducted in virtual space,…

This work presents an immersive molecular simulation tool (Manta) based on virtual reality technology, which enables students to explore “real” molecular structures and chemical reactions on-the-fly. Manta can work as a virtual classroom and even a playground for chemistry education, where students learn the progress of chemical reactions and identify the key impacting factors by interacting with the molecular structures. We conducted class experiments with 16 undergraduate and 18 graduate students on hydrogen combustion reactions to illustrate the educational performance of Manta. Three tasks are designed to learn the roles of temperature and collision characteristics for chemical reactions as well as the elementary reactions in hydrogen combustion. The students’ comments showed that the learning experience using Manta was much appreciated compared to the traditional approach. Thus, we believe that Manta could serve as a good tool in chemistry courses and promote students’ understanding of macroscopic phenomena from the perspective of molecular motions.

The purpose of this paper is to share the iterative process we used to design a task that elicits causal mechanistic reasoning and how the subsequent student responses can be analyzed. Our goal in this task is to strike a balance between eliciting as much student knowledge as possible without providing so much structure that the answer becomes obvious. The task development was approached using (1) a resources perspective of learning, (2) principles of scaffolding, and (3) evidence-centered design, for which we specified evidence that would be considered a fully causal mechanistic explanation. That is, an explanation which pays explicit attention to the properties, interactions, and behaviors of entities that are involved at a scalar level below the phenomenon under consideration. Since our eventual goal is to characterize how students use knowledge across disciplinary boundaries, the phenomenon of protein–ligand binding was chosen as the context for this task, because it requires students to apply ideas learned in chemistry courses to a biological phenomenon. After three rounds of…

Abstract Chemistry simulations using interactive graphic user interfaces (GUIs) represent uniquely effective and safe tools to support multidimensional learning. Computer literacy and coding skills have become increasingly important in the chemical sciences. In response to both of these facts, a series of Jupyter notebooks hosted on Google Colaboratory were developed for undergraduate students enrolled in physical chemistry. These modules were developed for use during the COVID-19 pandemic when Millsaps College courses were virtual and only virtual or online laboratories could be used. These interactive exercises employ the Python programming language to explore a variety of chemical problems related to kinetics, the Maxwell–Boltzmann distribution, numerical versus analytical solutions, and real-world application of concepts. All of the modules are available for download from GitHub (https://github.com/Abravene/Python-Notebooks-for-Physical-Chemistry). Accessibility was prioritized, and students were assumed to have no prior programming experience; the notebooks are cost-free and…

An understanding of statistical concepts is necessary for a chemist with a complete education. Here, statistical tests were taught using the R Commander and the Factoshiny packages. These packages run on R software and have a graphical user interface (GUI), which allows students to do statistical tests quickly and easily. These packages were presented through 14 case studies. In each case study, a data set was provided in MS Excel format, and a series of questions were answered using these packages. Hypothesis tests and exploratory analysis (principal component analysis; PCA) were taught using R Commander and Factoshiny, respectively. Outlier results were found using boxplots. Data normality was checked using histograms and the Shapiro–Wilk test. Normally distributed data sets were compared using parametric hypothesis tests ( t test, paired t test, one-way ANOVA, two-way ANOVA, one-way repeated measure ANOVA). Non-normally distrusted data sets were compared using nonparametric tests (Wilcoxon, Kruskal–Wallis, and Friedman tests). Results provided by these parametric and…

High Resolution Image Download MS PowerPoint Slide This study assesses the effects of an educational gamification program on motivation, engagement, and flow for high school students from socially disadvantaged communities. A quantitative comparison was carried out with pretest–post-test measurements with intervention and control groups. A total of 216 students from two high schools in socially deprived areas participated in the study. The experimental group engaged with a gamified platform for seven 1 h sessions while the control group continued their directive lessons. The results indicate that the experimental group significantly improved its flow, engagement, and motivation score compared to the control group. We concluded by highlighting the usefulness of gamification to motivate socially deprived students in learning scientific subjects.

Question-embedded videos (QEVs) are learning tools that require students to solve problems and receive immediate targeted feedback while progressing through the video. As an effective learning modality, QEVs may be deployed for the preclass preparation phase of flipped classrooms. As flipped classrooms become more popular in STEM courses, effective out-of-class preparation is essential to maximize student learning. While previous studies have compared learning gains from textbooks and QEVs, this study compares two different types of videos: traditional (narrative) videos and question-embedded videos. Traditional assignments such as narrative videos primarily consist of content delivery, whereas question-embedded videos integrate active problem-solving and are an effective tool in increasing student engagement. This communication discusses separate studies comparing learning gains from narrative videos and question-embedded videos for problem-solving in two STEM disciplines: organic chemistry and introductory physics. Students learning from question-embedded videos significantly…

To remain globally competitive, education in the United States must focus on retaining students in science, technology, engineering, and mathematics (STEM). As laboratory courses have the potential to be powerful attractors or deterrents to a field, developing effective laboratory pedagogies is important to retain students in STEM. A course-based undergraduate research experience (CURE) is one model for laboratory instruction that has generated an increasing amount of attention. This has been driven by their success, especially in increasing students’ self-efficacy and science identity, two long-term indicators of persistence in STEM. Herein is reported a large introductory organic chemistry CURE course framework that focuses on green reaction optimization. Students were given an unoptimized alkene epoxidation procedure, split into small “research” groups, and tasked with improving conversion while minimizing reaction inputs. After three rounds of optimization, groups increased conversion 10–20-fold compared to baseline conditions. Then, students investigated the substrate scope of…

High Resolution Image Download MS PowerPoint Slide We present the design of a periscope-type VIS spectrometer for educational purposes that combines strong features from various earlier designs and adds new ones. Three 3D-printed pieces that hold a small thin mirror sheet, a 1/8th wedge of a DVD, and two razor blades are easily assembled and facilitate insight into its construction. A new feature is the permanent attachment of the flexible back cover of any smartphone, allowing for repeated removal and insertion of the smartphone with precision alignment for recording spectra. An optional fourth 3D-printed piece acting as a container for a PMMA UV semimicrocuvette, a white LED and a UV LED, and a 9 V battery attaches to the front. Beyond commonly applied absorption spectroscopy with similar devices, our design also allows for fluorescence spectroscopy. We report results of straightforward experiments illustrating the various uses of this less than $40 MiniSpectroscope.

Students quantified the protein content in beer, milk, powdered milk, and whey protein using the Bradford assay. The assay was carried out using absorbance measured at 595 nm (standard method) and 96-well-plate images (proposed method). They built analytical curves using bovine serum albumin (BSA) and casein and determined that protein type affected the Bradford assay. They also determined figures of merit such as the limit of detection (LOD), the limit of quantification (LOQ), linear working range, sensitivity, precision (standard deviation, F-test), and accuracy (percent error, t test). In addition, an interference test was carried out using nitrogen-rich compounds, organic bases, and amino acids, and it was shown that the Bradford assay was not affected by these compounds. Student learning outcomes were assessed by a final test using Microsoft Forms. As a learning model, students can determine the protein content in various food samples using just sample dilution, without the need for intricate sample preparation procedures.

Chemistry laboratory experiments are invaluable to students' acquisition of necessary synthetic, analytical, and instrumental skills during their undergraduate studies. However, the COVID-19 pandemic rendered face-to-face (f2f), in-person teaching laboratory experiences impossible from late 2019-2020 and forced educators to rapidly develop new solutions to deliver chemistry laboratory education remotely. Unfortunately, achieving learning and teaching objectives to the same caliber of in-person experiments is very difficult through distance learning. To overcome these hurdles, educators have generated many virtual and remote learning options for not only foundational chemistry courses but also laboratory experiments. Although the pandemic challenged high-level chemistry education, it has also created an opportunity for both students and educators to be more cognizant of virtual learning opportunities and their potential benefits within chemistry curriculum. Irrespective of COVID-19, virtual learning techniques, especially virtual lab experiments, can complement f2f laboratories and…

Sustainability has a molecular basis that suggests a central role for chemistry in addressing today’s challenges to Earth and societal systems, and this role requires educators to see chemical reactions and processes as integral parts of dynamic and interconnected systems. Despite this prospect, few accessible resources are available for students and educators to facilitate systems thinking in chemistry for sustainability. We have developed an interactive digital learning tool (https://planetaryboundaries.kcvs.ca) based on the Planetary Boundaries sustainability framework, that uses interactive visualizations to help users better understand Earth system sustainability challenges and helps chemists and educators connect substances, reactions, and chemistry concepts to sustainability science. The tool highlights the fundamental role that chemistry plays in regulating the individual biophysical Earth system processes and in determining their control variables. It incorporates key features of a systems thinking framework by illustrating the dynamic interconnections among the processes…

Educational games have consistently proved that they are valuable didactic instruments, which can contribute to teaching and learning in an enjoyable background. In organic chemistry courses, considerable effort has been made to encourage the learning of nomenclature, an important topic, often perceived as complex, boring, and unconnected to other subjects’ knowledge. “MET-organic” is a two- to ten-player funny, engaging, easy-to-play, multilevel, and trilingual (English, French, and Spanish) game. The main objective of the game is to get rid of all the cards one has in hand, but most importantly, to learn basic organic chemistry nomenclature and to distinguish 11 of the main functional groups of this discipline in a relaxed, amusing, and appealing atmosphere. The game was tested by more than 60 students from the Facultad de Quı́mica at Universidad Nacional Autónoma de México (UNAM), with good results in terms of playability, content, usefulness, and engagement. Additionally, the students answered a brief quiz, before and after playing the game, revealing an impressive improvement…

Abstract Natural sciences can be difficult to grasp because physical and chemical phenomena can take place across time and length scales that are beyond the reach of human perception. This problem is particularly true for students attempting to learn about microfluidics, a discipline that involves intricate engineering methods and fluid phenomena that are unintuitive and unique to the microscopic scale. New learning paradigms that combine established principles from the learning sciences and mixed reality (MR) technologies may facilitate the understanding of microfluidics and help connect the experimental methods to the underlying physical and chemical processes. Yet only a few studies have implemented learning sciences principles into the design of MR experiences for university laboratory courses. We thus created ALETHA, an interactive and immersive MR learning platform to help students learn about microfluidics and microfabrication techniques. We designed ALETHA to include scaffolding, gamification, control-of-variables, and multimodal representation strategies that are known to…

Abstract Student engagement is an important consideration when incorporating active learning activities into a classroom. To facilitate the large-scale assessment of students’ engagement in activities, a survey measure must first be developed and evaluated. Therefore, the goal of this study was to create a self-report measure of student engagement for use with active learning activities in general chemistry classes. The Activity Engagement Survey (AcES) was modified from an existing survey of engagement of middle and high school science students that contained behavioral, cognitive, emotional, and social engagement items. Multiple rounds of response process interviews and factor analyses were used to modify the measure and provide evidence of validity for the data collected. The results provided support for the presence of a bifactor model, where an overall general engagement factor and the individual dimensions of engagement were simultaneously modeled. Additionally, support was found for combining behavioral and cognitive components into a single factor due to a large overlap in…

Teaching chemistry to nonscience majors is challenging because most students come to class with negative beliefs about chemistry. Those mindsets stem from their inaccurate prior knowledge of how chemistry relates to their daily lives. To address the issues and promote students’ engagement in chemistry courses, we implemented ubiquitous biodiesel production through an inquiry-based approach in an introductory chemistry course. The activity employed a guided inquiry-based method to produce biodiesel from waste cooking oil in a social and cultural context, student-centered lab practice. The students visited the wastewater treatment plant to learn about sewer line backup due to illegal oil dumping, collected used cooking oil from restaurants or street vendors in their neighborhoods, and brainstormed the preparation of biodiesel. As a group, they researched experimental methods and their choice of chemicals and procedures. Upon consulting about their approach with the instructor, the students synthesized biodiesel from their oil and choice of chemicals. They reported their findings in…

Chemistry is often seen as an abstract and content-heavy subject. Many students struggle with chemistry because they attempt to memorize the content without understanding the concepts. As a result, students often have misconceptions. COVID-19 has driven teaching and learning online, and an escape room teaching method, which is a way to enhance student engagement, has gained popularity among educators in higher education. This study examines the effectiveness of teaching through a digital escape room as compared to a typical online lesson with a collaborative learning method to address misconceptions in stoichiometry. A Harry Potter themed digital escape room is created to spark the students’ interest in chemistry and address misconceptions. Thirty-eight students from the Nanyang Polytechnic Foundation Program participated in this study. The students completed a pretest, a post-test, and a survey, in addition to participating in the digital escape room and a typical online lesson. Four topics were covered in this study: balancing chemical equations, calculating empirical formulas,…

Metal organic frameworks (MOFs) can have open pore structures with high surface areas and applications in hydrogen storage, carbon dioxide capture, water harvesting from air, chemical separations, and catalysis. The chemical structure of these crystalline solids can initially appear daunting. Simplification by considering the arrangement of the pores and by identifying the links and vertices as well as switching between multiple representations can make visualization of these structures accessible.

For years, hybridization in chemistry has been taught using static pictures and model kits. We decided to reimagine how students learn hybridization through the development of a mobile learning tool. The tool contains gamification features such as achievements and progressive leveling that keep students engaged, while the mobile platform allows students to study anywhere, anytime. A study conducted at the University of Arizona showed that playing the hybridization exercises increased academic performance, confidence, and engagement on the topic of hybridization. This work highlights the development and course implementation of a novel mobile hybridization learning tool.

Instrumentation plays a critical, ubiquitous role in modern chemistry. The undergraduate chemistry curriculum must therefore cultivate students’ ability to investigate chemical phenomena via relevant instruments. The instructional laboratory serves as the primary context in which undergraduates learn about instrumentation, where use of instruments in these settings is requisite to meaningful learning. However, little is known about what instruments are incorporated and students’ level of hands-on experience. Also, prior research points toward differences in instrumentation access, and in turn use in the instructional laboratory, across institutional contexts. This study investigates instrumentation use in postsecondary instructional chemistry laboratory courses via a national survey of chemistry faculty members ( n = 574). Results suggest that courses incorporate a distinct set of instruments aligned with their respective curricula. These data provide an empirical foundation for relevant stakeholders (i.e., instructors, departments, curators of degree programs, and professional…

An integrated laboratory experience using metal–organic frameworks (MOFs), a nanoporous and crystalline extended solid material composed of metal cations and organic linkers, was developed and adopted for upper-division, major-level chemistry and biochemistry students. In this laboratory, students were guided through the facile solvothermal synthesis of four MOFs: UiO-66, UiO-66-NH 2, ZIF-8, and ZIF-67. Characterization, specifically powder X-ray diffraction (PXRD), and energy-dispersive X-ray spectroscopy (EDXS) were used to evaluate the crystallinity, morphology, and composition of the MOFs, respectively. Students then investigated the effects of measurement conditions (MOF dosage, MOF surface charge, and charge density of dye counterions) on the removal of dyes from aqueous solutions using the synthesized MOFs. Through the utilization of Fourier-transform infrared spectroscopy (FT-IR) and UV–vis spectroscopy, students confirmed the binding of dyes and quantified the amounts of dye removed from solution. Students found that all four porous and crystalline MOFs removed acid orange…

The goal of this study was to evaluate the effectiveness of organic chemistry textbooks in developing student representational competence skills with eight representations of molecular structure (Lewis structures, Kekulé structures, condensed structures, electrostatic potential maps, skeletal structures, dash–wedge diagrams, Newman projections, and chair conformations). Five commonly used organic chemistry textbooks in the United States were deductively coded with Kozma and Russell’s representational competence framework. The analyses focused on identifying representational competence skills that are taught for each type of representation, as well as how consistently these skills are taught across text, worked examples, and practice problems within each textbook. We found that more representational competence skills are taught for some representations rather than others. In addition, all five textbooks may promote foundational representational competence skills, such as the ability to interpret, translate, and generate representations, but may fail to support learners in developing…

Abstract Although active learning strategies are being incorporated into many higher-education STEM courses, not all students benefit from these activities to the same extent. As these types of activities are designed to engage students in their learning, differences in student engagement may explain some of the differences in learning outcomes. However, before student engagement in active learning activities can be meaningfully measured using a self-report survey, it is important to evaluate if students perceive engagement similarly to the literature definitions on which these measures are based. Therefore, this study sought to explore students’ perceptions of the behavioral, cognitive, and emotional dimensions of engagement with respect to specific worksheet activities incorporated into a general chemistry course. This was completed through the use of open-ended written responses and interviews. Results indicated that although students generally perceived behavioral, cognitive, and emotional engagement similarly to the literature definitions of these dimensions, students tended to…

Abstract Educational games have demonstrated that they represent valuable pedagogical instruments, which can contribute to teaching and learning in a gratifying environment. In particular in chemistry courses, an important effort has been made to facilitate complex interrelated concepts in an easy, enjoyable, and sometimes competitive way. “Compounds and Molecules” is a two-player amusing, engaging, easy-to-play, multilevel and bilingual (Spanish and English) game. The main purpose of the game is to correctly guess the opponent player’s card, but most importantly, to properly distinguish the conceptual differences between molecules and compounds and to learn general physicochemical information, including aggregation state of matter, polarity, color, miscibility/solubility in water, the nature of chemical bonding (covalent or ionic), and finally the geometry or crystalline structure of 50 common chemicals. The game was also tested on 20 teachers, who teach introductory Chemistry courses and 18 students from the Facultad de Química at Universidad Nacional Autónoma de México (UNAM),…

A flipped classroom describes a class where students complete readings and watch lectures outside of class, while in-class time is spent on activities to practice content learned. The implementation of a flipped classroom approach has been shown to increase student learning and student enjoyment of courses. This paper describes using the flipped classroom technique to improve learning outcomes and student interest in an organic chemistry course. We assessed student learning and enjoyment through a student satisfaction questionnaire and comparative analysis of grades. The survey consisted of 14 Likert questions and four open-ended questions. Results of the student satisfaction questionnaire confirm that the majority of students believed that the flipped classroom teaching approach helped them learn better/more, that it improved their learning outcomes, and that they liked it better than a traditional class. The results of grade analysis did not show a significant difference between the flipped and traditional formats.

A smartphone-based digital imaging method has been successfully introduced in an undergraduate laboratory class to quantify fluoride ions in water. Students first synthesized the chemosensor ( E )-2-(1-(6-nitro-2-oxo-2 H -chromen-3-yl)ethylidene)- N -phenylhydrazine-1-carbothioamide (CT) via an eco-friendly and green microwave-assisted protocol and characterized the product using FTIR spectroscopy, HRMS, and NMR spectroscopy. Students are advised to quantify the colorimetric response of a chemosensor toward fluoride ion by a UV–vis spectrophotometer and smartphone with the preinstalled Color Picker Android application to read the output RGB values, simultaneously. The agreement of results from the developed smartphone-based colorimetry protocol with the conventional UV–vis method validated the feasibility of the smartphone as a new analytical tool for versatile, cheap, and prompt analysis of fluoride ions in real samples. Overall, the experiment develops a multidimensional understanding of green chemistry principles and atom economy as well as characterization techniques, data…

A language is a system of communication, consisting of a set of sounds or written symbols that enable people to communicate. In chemistry, a particular language is required in order to represent the phenomenological world by means of symbols. Choosing the right words and knowing the precise definitions for chemical concepts is needed for avoiding misconceptions. Despite the creation of International Union of Pure and Applied Chemistry (IUPAC), fundamental notions are still undergoing constant debate, in particular concerning the conceptual distinction between element, atom, molecule, compound, chemical species and substance. In this article, we propose to better distinguish categories of chemical objects and their element, and to define a molecule as a stable and electrically neutral chemical entity that exists with a finite number of chemical bonds (0 to n, with n finite number). This new definition implies that noble gases, i.e., reduced to one isolated atom, are made of molecules, that all bonded atoms are atoms, and enables distinguishing both of these from compounds . We insist…

Laboratory safety has received heightened attention due to a series of devastatingly tragic accidents in both academic and nonacademic settings. Consequently, chemistry departments at various academic institutions now offer some form of formal training in laboratory safety for entering graduate students. Although the extent of this training varies widely among institutions, it typically includes an online assessment and/or minimal in-person classroom instruction. However, a significant gap exists between a lecture hall setting and the complex environment that comprises an advanced research laboratory. We’ve adapted the technological advances in virtual and augmented reality to bridge this gap. A set of 360° virtual reality lab experiences, highlighting safety infractions, have been created for a variety of subdiscipline-distinct (medicinal, organic, inorganic, physical, drug screening) laboratory settings. Notable features include the accurate depiction of the visual complexity associated with research settings, the opportunity for the trainee to explore multiple laboratories in a…