Journal of Chemical Education最新文献

Reinforcing and maintaining an adequate dynamic in the classroom is a key aspect of the teaching–learning process. This work reports the use of Genially software aimed at improving students’ motivation and engagement within the course of Gaseous Effluent Treatment Technologies in the Chemical Engineering Degree. The evaluation of the implemented modifications was carried out through two different mechanisms to get the students’ opinions about the innovation: (i) the development of a specific survey instrument; (ii) the analysis of the activity scores achieved during the practical lessons. The results suggested that this proposal was favorably accepted by the students (with an acceptance rate above 95%, as shown by the answers from the specific survey), besides increasing the scores directly related to the topics in which it was applied (ca. 13% compared to the average values of the four precedent academic years). However, it should be remarked that there was certain reticence (around 20% of students expressed their disagreement) to be evaluated by their peers. Overall, the students were satisfied with the workload that this new methodology entailed and stated that both the debate and the immediate feedback helped to reinforce the concepts described during the theory lessons within the context of the Chemical Engineering Degree program.

While the distinction between academic disciplines and school subjects has received some attention, the question of which subject matter content knowledge (CK) teachers need as a foundation for initial teacher development has been raised. In science education, Teacher-related Science Content Knowledge (TerSCK) has been conceptualized to model the version of CK appropriate for teacher development and the basis for Pedagogical Content Knowledge (PCK) development. This study aimed to explore the efficacy of a TerSCK-based intervention in enhancing the quality of preservice teachers’ (PSTs’) TerSCK in organic chemistry as a case study. Following an explicit intervention, mixed methods were employed to collect data from 35 PSTs before and after the intervention. Data collected were participants’ reflections and completed test scores using a validated TerSCK measuring instrument, with a corresponding grading rubric on a Likert scale of 1–4. This generated ordinal scores which were converted into person ability and item difficulty probability measures placed on the same latent scale using the Rasch statistical model. The reliability indices calculated for the person’s responses and test items were found acceptable both before and after the intervention. The comparison of the mean scores of the person performance probability measures was calculated using the Wilcoxon-Signed Rank test which demonstrated a statistically significant improvement in the quality of the PSTs’ TerSCK (z = −5.166, p < 0.001, r = 0.87). Additionally, qualitative data from the intervention further corroborated the enhancement in the quality of PSTs’ TerSCK after the intervention particularly, in knowledge of interconnections and tensions. The study concludes by highlighting the implications for teaching in science teacher education and outlining new research directions on teacher professional knowledge for teaching science.

Measuring interactions between macromolecules is essential for elucidating their dynamics in solution and is critical for the design and study of potential therapeutics. Fluorescence anisotropy has been a powerful and widely used tool for studying binding interactions. When a fluorescent partner is excited with polarized light while bound to its cognate ligand, the emitted light is partially polarized. This process is dependent on the concentration of bound molecules, permitting the determination of the binding affinity. Here, we outline a highly modular undergraduate-level laboratory in which students use fluorescence anisotropy to measure binding interactions between a synthetic nucleic acid aptamer and its protein target. Students learn the theory of functional nucleic acids and the principles of fluorescence while exploring the relevance of aptamer sequence/structure activity relationships via mutations to aptamers. With this approach, students can deepen their knowledge about macromolecular interactions and are able to develop valuable analytical and biophysical laboratory skills. This experiment is highly adaptable to suit a range of funding and instructor availability, making it accessible and tailorable to most laboratory settings.

As the demand for wearable consumer and medical devices continues to grow, there is a pressing need for flexible and wearable means of storing electrical energy. This laboratory exercise provides an educational framework for teaching fundamental concepts in materials chemistry and electrochemistry through a practical, hands-on approach, focusing on the development of flexible energy storage devices. Fiber-based supercapacitors offer a promising solution due to their inherent flexibility compared to bulk materials, making them ideal candidates for the electrodes of flexible supercapacitors. In this module, students synthesize flexible fibers composed of carbon nanomaterials and chitosan using wet spinning and subsequently characterize these fibers using electrochemical techniques such as cyclic voltammetry (CV) and galvanostatic charge–discharge (GCD). The final stage involves the fabrication of a solid-state supercapacitor, providing a realistic application of the concepts learned. This educational module bridges the gap between classroom learning and real-world applications, fostering a deeper understanding of advanced materials, electrochemistry, and energy storage technologies.

In an era of rapid scientific advancement, the need for engaging educational tools is critical. DEGRADATOR, a 2D computer game, bridges this gap by immersing players in the ubiquitin-proteasome system, a key pathway in cellular protein degradation. Designed for players aged 12 and above, DEGRADATOR introduces the molecular mechanics of targeted protein degradation, including PROTAC drugs. Through 10 levels of gameplay combined with educational quizzes, it represents the first-ever resource of its kind to make this advanced topic accessible and amusing. The game was evaluated by 97 high school students (age 15–19) during biology classes. Over 75% of students completed the game in under 30 min, and 63% rated it highly (4 or 5 out of 5) for its ability to enhance their understanding of protein degradation. In quizzes, 59% scored 10 or more points out of 12 on the final test, indicating substantial knowledge retention. Teachers highlighted the game’s potential for deepening students' comprehension and recommended accompanying materials to maximize educational impact. By blending entertainment with education, DEGRADATOR demystifies complex molecular processes, serving as a tool for popularizing science and addressing the potential misconceptions surrounding new therapeutic technologies. Freely available at https://degradator-game.com, DEGRADATOR is complemented by teacher resources and multimedia materials, ensuring broad applicability. This innovative platform not only supports classroom learning but also fosters curiosity and understanding beyond traditional academic settings.

This study investigated students’ academic motivation, homework, and academic achievement in an online General Chemistry II course. Seven types of motivation were assessed using the Academic Motivation Scale toward Chemistry (AMS-Chemistry), which is grounded in Self-Determination Theory. Weekly homework assignments were used as low-stake formative assessments to promote student learning, and final exam points measured academic achievement. Responses to AMS-Chemistry demonstrated good validity and reliability in the online environment, revealing that students were generally motivated toward chemistry with the highest rating on identified regulation (a type of autonomous extrinsic motivation that has been internalized). Multivariate analysis of variance identified a statistically significant sex main effect on the set of seven motivation types with a medium effect size with female students exhibiting higher levels. Additionally, an interaction effect emerged among sex, underrepresented minority status, and first-generation status. Furthermore, significant positive correlations were found among identified regulation, intrinsic motivation subscales, and academic achievement. Cluster analysis, employing four theoretically driven variables, revealed three distinct clusters: In Cluster 1, students had higher motivation and homework grade and displayed better academic achievement. Interestingly, within similar intrinsic motivation levels, students with higher identified regulation (Cluster 2) demonstrated higher homework grades and outperformed their counterparts with lower identified regulation and homework grades (Cluster 3). These results highlight the importance of fostering autonomous motivation, helping students recognize the value of course content (e.g., through utility-value interventions), and the use of low-stake formative assessments in STEM disciplines.

An experiment to teach the concept of epimerization in advanced practical settings is presented in a versatile format suitable for those interested in developing their laboratory curriculum and activities. The experiment was implemented at two different locations, namely, the Faculty of Pharmacy at the University of Helsinki, in Finland (UHEL), and the School of Pharmacy at the University College Cork (UCC), in Ireland. At both locations, students were able to generate and isolate the epimer of (+)-sclareolide 1 in high yields and purity and in short reaction times using our newly developed catalytic procedure mediated by bismuth(III) triflate. The laboratory environments were designed to be accessible to all students regardless of their prior knowledge of chemistry. Both supportive and procedural study guides are presented, which enabled active learning of epimerization, the principles of catalysis, and Brønsted acidity in organic reaction mechanisms, as well as carbocation-mediated reaction mechanisms and stereochemical configuration in general. A variety of assessment tools were used to collect student feedback on the laboratory sessions, which can guide and help to further enhance future laboratory sessions using our protocol. This work situates epimerization in a real-world context, which should increase student motivation and interest in learning about the topic.

The advent of sites such as YouTube has allowed learners to access videos to support their classroom learning. Given the varying quality and content of chemistry instructional videos, identifying and selecting appropriate videos can be challenging for both instructors and students. This article aims to summarize education research important for creating videos to support students’ conceptual chemistry learning and identify ways these criteria can be operationalized for use in the framework to evaluate or guide the development of instructional videos focused on conceptual understanding of chemistry topics. The framework helps the user consider the chemistry content of the video through the lenses of the disciplinary Core Ideas, Science Practices, causal mechanistic reasoning, and Johnstone’s Triangle. It also includes design considerations from Mayer’s multimedia theory and considerations for accessibility. Finally, we summarize findings and insights gained from using the framework to evaluate a set of 25 highly viewed or highly relevant YouTube videos related to Le Chatelier’s Principle.

Active learning approaches in introductory chemistry classrooms have improved students’ course performance and decreased achievement gaps between underrepresented groups and non-underrepresented groups. With the English Learners (ELs) population increasing steadily in the U.S., finding inclusive learning strategies for those facing language barriers in STEM classrooms is essential. This study focused on the engagement of nine students in a university-level active learning introductory chemistry course and their perspectives on possible challenges faced as English Learners (ELs). Data were collected during the Spring 2021 and Fall 2021 semesters in General Chemistry courses each with an enrollment of 24 students using a hybrid (online/in person) format. The participants were interviewed, and the interviews were analyzed using thematic analysis. The results indicate that English learners commonly encountered challenges when participating in small groups. These challenges included feeling overwhelmed, dealing with time constraints while responding to models with extensive reading, comprehending unfamiliar scientific terms, and lacking language proficiency skills. Accommodations tailored to ELs’ needs during instructor and facilitation, particularly when working in small groups with native English speakers, are considered.

A new student-generated stop-motion video activity was implemented for undergraduate students enrolled in the first and second part of the nonmajor Organic Chemistry laboratory course. We aimed to reinforce and assess the illustration of organic chemistry mechanisms. The activity, structured as a team assignment, tasked students with creating stop-motion videos illustrating assigned reaction mechanisms. Students were encouraged to make their videos with the preferred stop-motion techniques complemented with other tools and technologies, such as computers, smartphones, and free applications. The resulting videos showed impressive creativity and originality. This laboratory activity assessed student performance using a rubric, and a satisfaction survey was conducted to evaluate students’ experiences. Student feedback indicated overall satisfaction, emphasizing the benefits of drawing reaction mechanisms and teamwork skills. The incorporation of mechanism videos enhances the learning experiences of nonmajor organic chemistry students, supporting their comprehension of reaction mechanisms.