Journal of Chemical Education最新文献

The integration of Augmented Reality (AR) into chemistry education holds significant promise but is often hindered by the effort associated with creating accurate digital molecular models. We propose two open-source tools that automate the creation of digital molecular models from SMILES strings: an online 3D molecular model generator and a Blender plugin. Two evaluations based on the Technology Acceptance Model (TAM) were carried out. The first qualitative study (n = 11) identified the online generator as intuitive and efficient, while the Blender plugin provided greater flexibility at the cost of higher complexity. The second study (n = 67) reports a quantitative questionnaire based on the TAM and showed high ratings for the online generator. Future developments should particularly address supporting users in working with SMILES notation─e.g., by integrating access to chemical databases, offering graphical molecule builders, or providing explanatory tutorials─while expanding export options toward cross-platform formats (e.g., OBJ, STL), alongside optimizing the Blender plugin’s usability to foster broader classroom adoption.

Colorimetry is a fundamental analytical chemistry technique for analyte quantification based on the absorption of visible light at specific wavelengths. Here, we present a mobile application, ChemEye, which enables accessible, portable, and user-friendly colorimetric analysis. Via a single app that requires only the use of the mobile device camera, users can generate calibration curves, which can be stored for subsequent analysis, and effortlessly determine analyte concentrations in samples, all under step-by-step guidance. With analytical performance comparable to a UV–visible spectrophotometer for daily life applications, we introduced ChemEye as a hands-on experimentation experience in a workshop series targeting high school chemistry teachers and nonscience undergraduate students. Teachers displayed strong interest in applying this learning and teaching resource for their students, who can not only learn analytical chemistry concepts more interactively but furthermore become equipped and encouraged to actively learn outside the classroom by analyzing daily life food samples. Compatible with both iOS and Android devices, ChemEye provides a broadly accessible and engaging tool for chemical education across all background knowledge levels.

Fostering interest in natural sciences from an early age is increasingly recognized as a key strategy for addressing declining student motivation and enrollment in science-related fields. Informal science education and science communication through performance-based formats have gained recognition as effective means of making scientific content more accessible and emotionally resonant. This paper presents a creative model of science communication developed in response to these challenges. “New Year’s chemistry magic” is a science-themed performance combining theatrical storytelling and live chemical demonstrations. Designed and performed by a team from the Faculty of Science, University of Kragujevac, the performance targets children aged 4 to 18 and integrates narrative structure, character-driven engagement, and visually impactful experiments that comply with safety and didactic criteria. The initiative aims to reframe chemistry as an exciting and relevant subject by situating scientific content within a festive and emotionally engaging context. The study analyzes the potential of this interdisciplinary approach, emphasizing its capacity to foster early scientific curiosity, promote fundamental understanding of chemical concepts, and contribute to the development of scientific literacy. A pedagogical framework is proposed to support the implementation of similar models in both formal and informal educational settings. A limitation of this study is that the conclusions rely on qualitative, informal assessment. Nonetheless, this model offers a promising foundation for further development of science outreach initiatives aimed at young learners, particularly in the context of chemistry education.

An undergraduate chemistry laboratory should serve as a space where students learn how to do chemistry. Laboratory time should not be used primarily to reinforce content knowledge but rather to develop essential competencies, including scientific practices. To support the acquisition of these competencies, students must be provided with meaningful opportunities to engage with scientific practices, and assessments must explicitly evaluate these practices, given the critical role assessment plays in shaping student learning. This article outlines several challenges associated with fostering engagement with scientific practices in laboratory settings, reviews existing assessment tools and their limitations, and proposes approaches to address some of these issues. We argue that there is a need for flexible assessment approaches, applicable across a range of undergraduate chemistry laboratory contexts. Properly designed assessment tools can also serve as practical guides for instructors seeking to make the laboratory a space primarily dedicated to skill development.

In chemical reactions, certain phenomena often occur, such as luminescence, discoloration, gas emission, precipitation, and so on. However, no obvious phenomenon is detectable during the reaction between the sodium hydroxide solution and carbon dioxide, which prevents students from judging whether the reaction has occurred. In this study, based on the Arduino platform, a novel experiment setup was developed to explore the chemical reaction process between NaOH solid and CO₂. It mainly consisted of an Arduino Uno board, an Arduino V5 sensor expansion board, a breadboard, a DHT11 temperature and humidity sensor module, a DS18B20 temperature sensor module, a pressure sensor, and a computer. By measuring variations in the temperature, relative humidity, and pressure within the system, the reaction process can be visualized by students. This approach significantly enhanced their understanding of the fundamental nature of chemical reactions. Before and after the demonstration, the proportion of students who believed that carbon dioxide could react with sodium hydroxide increased from 52% to 98%, and the proportion of students capable of accurately writing the chemical equation increased from 37% to 85%. The results from an anonymous survey indicated that students desire more opportunities for engagement in chemistry experiments utilizing Arduino technology in order to gain further learning experiences and outcomes. The exploration of the reaction between NaOH solid and CO₂ based on Arduino provides a new perspective for the study of chemical reactions that without obvious phenomenon, and reflects the development trend of junior middle school chemistry experiments from traditional to modern, from static to dynamic, and from qualitative to quantitative.

In celebration of the International Year of the Periodic Table (2019), the New York Section of the American Chemical Society (NYACS) created a 12 ft × 12 ft × 11 ft community-built, three-dimensional periodic table, displayed at the New York Hall of Science. Contributors from 56 institutions (62 including unveiling participants) designed 118 element panels that combined essential chemical data with original artwork. Guided by visualization, constructivist participation, and informal science education, the project transformed a familiar chart into an immersive, collaborative learning resource. Surveys conducted during the Chemistry Spectacular─held after the unveiling when the exhibit was in its third day of display─showed strong impact: 95% of visitors reported learning something new, and perceptions of chemistry shifted from “boring” to “awesome”. A case study at the United States Merchant Marine Academy further demonstrated gains in conceptual understanding, creativity, and ownership. This case study highlights how interdisciplinary, cocreated exhibits can advance chemistry education, broaden public engagement, and cultivate belonging in science.

Game-based learning (GBL) has been shown to increase students’ motivations, learning outcomes, and cognitive processes. However, there are some contradictions in the literature on the effectiveness of GBL in college chemistry courses. More research is needed to assess the impact of GBL in higher education. This publication presents digital exam review games for General Chemistry II lecture designed by integrating two frameworks. The first framework was the ARCS Model, which describes components needed to motivate students to learn chemistry (Attention, Relevance, Confidence, and Satisfaction). The second framework was the “5-room dungeon,” a formula common in tabletop role playing games, used here to develop storylines for each exam review game. Students completed 5 games, one per exam, on their computer during class in small groups while the instructor and learning assistants circulated the room. Students were surveyed before and after completing each activity, with a control group that completed worksheets using questions isomorphic to those in the game. Students in the control group rotated each activity. There is some evidence that the review games helped some students become better self-evaluators of their abilities by identifying concepts where they needed more practice. When comparing the exam scores between the students who completed the game versus those who did not, there was no statistical difference. This could be due to the course structure that included regular active learning activities to support student learning. Students found the games to be significantly more fun and interesting than the worksheets. Only 2.5% of student responses said that they preferred the worksheet over the games. Overall, we believe that the games described in this publication were beneficial for students’ learning.

Chemical equilibrium is conceptually difficult because its dynamic molecular basis is not directly observable at the macroscopic level. Although research has often focused on students’ misconceptions, teachers’ causal knowledge has received less attention despite its importance in shaping instruction. This study investigated 22 chemistry teachers in South Korea who constructed Scratch-based simulations of equilibrium to externalize their reasoning. Analysis of their programming codes, guided by Chi’s PAIR-C framework, revealed recurring features of individualistic thinking: attributing intentionality to particles, projecting macroscopic patterns onto submicroscopic interactions, and fragmenting equilibrium rules into separate processes. Collaborative modeling and peer discussion enabled some groups to shift toward collective thinking, producing simplified codes based on unified rules that reflect emergent processes. In contrast, groups addressing complex multicomponent systems struggled to integrate multiple reactions and retained fragmented approaches. These findings suggest that conceptual change is facilitated when teachers decompose concepts, identify variables, and emphasize unified rules. The study contributes by showing how programming-based modeling can reveal teachers’ reasoning, foster conceptual change through collaboration, and identify barriers such as rule fragmentation. Overall, programming-based simulations show strong potential as tools to support teachers in developing a robust understanding of equilibrium as an emergent process.

Nanotechnology plays an integral part in our society, from electronic devices, cosmetics, and food to emergent nanomedicines and nanoagriculture. Although the concept of manipulating nanoscale objects has exponentially advanced since the 60s, there is limited public perception of nanotechnology. The lack of nanotechnology public awareness can be attributed to the nascent incorporation of nanotechnology education opportunities offered at many higher education institutions. For example, in California, nanotechnology courses are offered at very few Community Colleges (∼2.6%) and some State Universities (∼39%). UC four-year institutions, however, do offer nanotechnology courses at an undergraduate and graduate level (90%). Herein, we created a nanotechnology-based board game paired with a blog reading as an interactive learning tool to measure impact on retaining nanotechnological concepts from the related blog for STEM majoring undergraduates. The gameplay is like Monopoly and instead uses current industry and research topics to highlight the broad applications nanotechnologies are used in. We measured the multiple-choice test performance of 51 STEM undergraduates at the University of California, Riverside, from a negative control group (board game only), a positive control group (blog reading only), and an experimental group (board game + blog reading). Multiple-choice test results showed that students who participated in the experimental group scored comparably to the positive control group. We also observed that most of the students in the experimental group self-reported greater post-enjoyment as well as greater post self-reported nanotechnology knowledge relative to the negative control group. Alternative teaching tools and styles can facilitate the advancement of nanotechnology public awareness and provide a more fun and educative learning experience than usual studying techniques like reading alone.

This article presents an interdisciplinary chemistry module that centers on environmental justice by exploring per- and polyfluoroalkyl substances (PFASs) contamination and its disproportionate impact on marginalized communities. Developed through the Black, Race, and Ethnic Studies Initiative (BRESI), the Black Studies Module was collaboratively implemented at two diverse CUNY campuses. Students investigated PFAS chemistry, analyzed contamination case studies, examined racial and socioeconomic disparities in environmental health, and formulated policy recommendations to address systemic inequities. Through scaffolded experiential learning, including community-based research and collaborative presentations, students developed scientific literacy, civic agency, and critical thinking skills. Learning outcomes were assessed through a survey, written reflections, and research deliverables, which demonstrated increased student engagement, heightened awareness of environmental racism, and greater confidence in public science communication. The module’s justice-oriented activity empowered students─many of whom identify as Black, Hispanic, immigrant, or first-generation─to see science as a tool for advocacy and social change. This approach demonstrates the value of integrating chemistry instruction with real-world socioenvironmental challenges and offers a replicable framework for STEM educators seeking to connect curriculum to students’ lived experiences and local contexts.