Journal of Chemical Education最新文献

This study developed and applied an Integrated Student-Centered Teaching and Learning Method (ISCTL) to university-level General Chemistry courses to assess their effectiveness. The goal is to develop an interactive teaching and learning method that enables learners to understand chemical concepts and phenomena with a proactive attitude and recognize the significance of quantitative thinking. Theoretical considerations were used to develop an ISCTL incorporating partial flipped learning, ConcepTests, quantitative problem-solving, and peer discussions. The method’s sequence includes prereading, understanding quizzes, instructor lectures, ConcepTests, quantitative problem-solving, peer discussions, and written feedback. The ISCTL was applied to the General Chemistry II course for first-year engineering students at Y University in South Korea during the second semester of 2023. To analyze the ISCTL’s effectiveness, presemester and postsemester results on students’ learning strategies and chemistry self-efficacy were collected, along with qualitative data on course satisfaction at the end of the semester. The analysis revealed that the ISCTL positively influenced students’ learning strategies, while also strengthening their confidence in their chemical abilities. Therefore, the ISCTL can be considered a meaningful teaching and learning method that can be effectively applied to college-level General Chemistry courses.

Spreadsheets are frequently used to organize, analyze, and communicate data in the laboratory and the business world. One challenge with using spreadsheets in the teaching laboratory is that they can be time-intensive to grade, and it can be hard to detect formula errors with real data. To reduce the instructor grading load and empower students to find their own data-entry-related mistakes, we developed self-checking spreadsheets. These spreadsheets, which have been implemented in multiple assignments in a second-semester general chemistry laboratory, show students whether their calculations are correct. They use a combination of IF logic and conditional formatting to display a green checkmark (correct) or a red X (incorrect). The implementation of these spreadsheets has reduced grading time and the instructor’s role in searching for data-entry-related errors while improving the quality of student work. Students have commented that the self-check feature improves their confidence, reduces their stress, and improves their learning. This easy-to-implement and adaptable spreadsheet modification can be employed in many contexts.

Intelligent polymeric materials have aroused increasing research interest recently; in this article, we present a laboratory experiment that involves the fabrication and characterization of shape memory hydrogels, an important kind of intelligent polymeric material, to undergraduate students. Shape memory hydrogels could store temporary shapes under certain circumstances and generate shape transformation and recovery to the original shapes upon external stimuli. Therefore, they have shown great application potential in various emerging fields including artificial muscles, soft robots, and flexible electronics. In this experiment, tannic acid–gelatin hydrogel has been fabricated via simple mixing via the formation of hydrogen bonds; students could compare the mechanical properties of the hydrogel at different temperatures by stretching, twisting, and load-bearing tests. Moreover, the shape memory performance and working capacity of the hydrogel were investigated using simple laboratory setups. The experiment is safe, convenient, and adoptable to most undergraduate laboratory courses. Through this practical class, undergraduate students could get a better understanding of smart polymers and learn how to prepare and investigate the properties of materials, which can further stimulate their interest in smart materials and devotion to scientific research in the future.

This work builds upon the traditional isoamyl acetate synthesis experiment to design a green organic chemistry experiment for preparing cyclohexyl acetate. Acetic acid and cyclohexanol serve as reactants, and esterification is performed using a Dean–Stark reflux method to remove water efficiently. Cyclohexene, a byproduct from a prior teaching experiment, is employed as a cosolvent and azeotropic dehydrating agent, replacing the toxic solvent toluene. This strategy not only promotes the reuse of organic waste but also delivers excellent experimental outcomes. By integrating green chemistry principles with conventional teaching experiments and leveraging comparative learning, students gain a deeper understanding of chemical equilibrium and proficiency in Dean–Stark techniques. The experiment reinforces green chemistry awareness while maintaining core educational objectives. Additionally, this design fosters innovative and exploratory thinking, cultivates environmental consciousness, and achieves significant pedagogical impact.

A four week undergraduate group mini-project that introduces upper-division undergraduate students to sustainable synthesis, reaction optimization, and quantitative NMR spectroscopy is described. Students work as a team to optimize the stereoselective reduction of substituted cyclohexanones using polymethylhydrosiloxane (PMHS). Through a scaffolded progression, the project emphasizes research-led practice with student autonomy and cooperative learning while also addressing sustainability goals by replacing traditional hydride reagents with a safer, greener alternative. Students prepare an assessed individual research report that were subjected to a thematic analysis that reveals students’ growing awareness of green chemistry considerations, including solvent selection and waste metrics. Evaluation of student feedback over four cohorts demonstrates high levels of project engagement with students reporting increased confidence in experimental design and appreciation for the real-world challenges of chemical research. The project offers a flexible and replicable model for embedding sustainability, autonomy, and authentic research experiences into the undergraduate chemistry curriculum.

Instrumental Analysis is a mandatory course for various majors in medical and pharmaceutical universities across China. The teaching of the Mass Spectrometry (MS) chapter occupies an extremely important position in this course. Mass spectrometers are typically modern, high-end scientific instruments. Their core technologies are not only a bridge connecting basic disciplines such as physics and chemistry with a series of subsequent medical and pharmaceutical specialty courses but also powerful tools for students to engage in scientific research in the future. “New Medicine” represents the rejuvenation and establishment of medical specialties in Chinese higher education in response to the new demands brought about by the scientific and technological revolution and industrial evolution. This initiative aims to promote innovation in medical education frameworks and the cultivation of talents with interdisciplinary expertise. To adapt to the “New Medicine” era, we analyzed and identified the previous challenges in the Instrumental Analysis course at Beijing University of Chinese Medicine (BUCM) and conducted teaching improvements using the MS chapter as an example. This paper provides an overview of advancements made to the redesigned MS teaching, encompassing the educational philosophy of “One Core with Three Characteristics”, upgraded teaching objectives, updated teaching content, enriched teaching approaches, and so on. This can serve as an example for the improvement of teaching in other chapters of the Instrumental Analysis course. It can also provide insights into the theoretical foundation of the “New Medicine” initiative from the perspective of strengthening the teaching of basic courses in traditional Chinese medicine (TCM) colleges and universities.

Students’ understanding of organic, inorganic, physical, and analytical chemistry is relatively weak, making it challenging for them to apply these concepts in real-life situations. Developing these comprehension and processing skills is essential for achieving the learning objectives in high school chemistry (Phases E–F) in Indonesia. This study aims to develop a STEM-5E chemistry learning module on MOF-235(Fe) and evaluate its impact on learning. Before the module was introduced at the school, a comparative study was conducted in a university laboratory to assess the reference synthesis procedure alongside a newly developed simplified synthesis method for metal–organic frameworks (MOFs). Characterization results from XRD, SEM (EDS), FT-IR, and sorption isotherm analyses confirmed that the MOF-235(Fe) synthesized via an accessible, straightforward approach was successfully formed and demonstrated potential as an effective adsorbent for Malachite Green dye waste. This method ensures suitability for application in school laboratory settings. The activity was implemented in a grade 12 chemistry class using a quasi-experimental design, in which students investigated the effects of contact time, adsorbent dosage, agitation, pH, and dye concentration on adsorption. As part of the STEM project, students were also encouraged to design and create functional prototypes to enable the broader use of MOFs in polluted water areas. The tests and accompanying surveys, evaluated through Rasch analysis, demonstrated a positive impact on students’ understanding of chemistry, engagement in laboratory activities, and interest in learning chemistry, indicating the successful development of the module.

The American Chemical Society has developed professional development competencies to guide the integration of professional skills into chemistry curricula. This study examines how these competencies were demonstrated in an organic chemistry course-based undergraduate research experience (CURE) with a unique emphasis on team science. This CURE exhibited each of the five professional development competencies at the highest level, providing a model for how instructors can enhance the professional development impact of their courses. By embedding explicit team science training within a CURE, students gained stronger preparation for collaborative, real-world scientific work than traditional laboratory courses typically provide.

Recent studies of high school and freshman chemistry laboratories show that online activities reduce the number of errors made in the lab and improve scores on postlab questions. However, their impact on upper division chemistry laboratories has not been investigated. In this three-year study, we measured the impact of interacting with a computer simulation before an in-lab activity constructing a brightfield microscope in an upper-division physical chemistry laboratory. Students recorded their completion times for activities performed during the laboratory and took the Meaningful Learning in the Laboratory Instrument (MLLI) survey before and after building the microscope. The MLLI measured the students’ affective and cognitive experiences before and after the activity. Analysis of completion times showed that students performed the lab activities slightly faster on average with a narrower distribution of completion times when they had interacted with the simulation beforehand. Analysis of specific survey questions from the MLLI revealed that the students who completed the computer simulation before building the microscope were less worried about making mistakes and finishing on time. This study shows that a simulation of in-lab activities can improve student confidence in the laboratory.

Recently, there has been avid discussion about community relationships in chemistry education. To extend this discussion, this commentary relays a summary of comments made by community members at the 2024 Biennial Conference on Chemistry Education Keynote address. In response to a question about how to build unity and community (“ChemUnity”) in chemistry education, attendees provided anonymous responses that could be viewed by all audience members. As a wide range of community stakeholders typically attend BCCE, we believe these collective comments indicate areas of widespread common ground and shared interests throughout the community. Comments directly and indirectly make suggestions for ways to move forward that would benefit from sustained community discussion, centered on topics relating to respect, inclusion, resource sharing, learning opportunities, and avenues for developing professional and social relationships.