Journal of Chemical Education最新文献

This study presents the design, implementation, and evaluation of a sustainability-centered Course-Based Undergraduate Research Experience (CURE) embedded within a first-year engineering course at North Carolina State University. The goal of the intervention was to introduce authentic, project-based inquiry early in the engineering curriculum while aligning student work with the institutional carbon neutrality goals. Over 100 students participated in semester-long projects addressing campus sustainability challenges in energy efficiency, waste management, and biodiversity. A structured instructional framework guided students through each phase of the engineering design cycle, integrating a literature review, data analysis, iterative prototyping, and knowledge transfer. Instructional tools such as worksheets, templates, and design frameworks scaffolded student progress, while ensuring alignment with defined course competencies. To assess the impact of this approach, pre- and post course surveys were administered to measure changes in students’ self-reported confidence, interdisciplinary collaboration, and perceptions of sustainability in engineering. Statistically significant gains were observed in competencies related to research, design, and project planning. Students also reported increased recognition of sustainability’s relevance to engineering practice and a greater preference for hands-on, collaborative learning environments. By embedding sustainability as a central axis of inquiry and positioning students as contributors to real campus challenges, this course model offers a scalable framework for integrating systems thinking and research-based learning into early engineering education. The findings provide insight into how first-year CUREs can support the simultaneous development of technical competencies and environmentally conscious mindsets in future engineers. The approach may serve as a replicable model for embedding systems thinking and carbon neutrality into introductory STEM curricula.

Acquiring the skills to improve synthetic techniques used in research and industry is one of the most critical goals for chemists in training. Achieving this requires not only a solid foundation in chemistry but also creativity and a deep understanding of the physicochemical processes involved in experimental work. This experimental activity is designed to guide students in developing a novel synthetic technique for producing paracetamol, which is a widely used pharmaceutical compound. Students are encouraged to first rationalize the key steps in the currently used procedures, identifying potential limitations and areas for improvement. This laboratory synthesis is specifically intended for second-semester organic chemistry students. Through bibliographic research and group brainstorming, they then proposed a new reaction pathway based on free-radical chemistry. Using their acquired knowledge and the transition wavelengths of the compounds involved, students design an appropriate experimental setup based on irradiation of electromagnetic waves in the UV region. This innovative approach employs commercial reagents, such as 4-aminophenol and acetyl chloride, and achieves a reaction time of just 15 min with yields exceeding 70%, outperforming other synthetic methods reported in the literature. The purity and chemical structure of the synthesized paracetamol were confirmed through ¹H nuclear magnetic resonance (NMR) spectroscopy, mass spectrometry (DART method), and melting point analysis.

Johnstone’s triangle is a useful conceptual tool that is often invoked in the context of discussions about the teaching, learning, and practice of chemistry. Depictions of Johnstone’s triangle found on the Internet and other places sometimes include images at each corner of the triangle - macroscopic, representation, and submicroscopic. In this work, we examine the implications of placing images at the submicroscopic corner by reflecting on the difference between content and process, as well as the nature of the boundaries encountered within and between the corners of Johnstone’s triangle. While some educators may advocate for the practice of placing images at all corners of the triangle, we contend that placing an image at the submicroscopic corner can have unintended consequences that may short circuit student reasoning and lead to misconceptions. We propose “One Rule” - to never place an image at the submicroscopic corner - and offer several suggestions for alternative curricular strategies to facilitate discussions of Johnstone’s triangle with introductory students. The primary focus of this work is to provide a rationale for proposing the “One Rule” and to prompt further discussion and reflection about how different interpretations of Johnstone’s triangle may impact the development of students’ chemical reasoning skills.

Batteries and rechargeable batteries are used during our daily life; thus, knowing their basic operation concepts is useful even at the high school level. Since electrochemistry tends to be a frightening topic for many people, it is reasonable to design a new and appropriately simplified methodology for youngsters to get familiar with the fundamentals of batteries. This could be a good basis for later interest. Here we present a laboratory activity consisting of an annual national chemistry competition directly set up for high school students. The lab work focused on a series of Daniell-type galvanic cells and subsequent calculations to lead the students through the most important aspects. They learn how to interpret electromotive force, how it changes if different metals are used, and the advantage of performing the half reactions of a redox process in a spatially separated manner.

In higher education STEM programs, foundational courses like organic chemistry provide prerequisite knowledge essential for upper-division chemistry, biochemistry, and biology courses. This study aimed to enhance students’ understanding of historically challenging organic chemistry concepts through instructional strategies informed by the three-dimensional learning (3DL) framework. Higher-order learning strategies (HOLS) were implemented to foster success in organic chemistry by integrating core disciplinary ideas, cross-cutting concepts, and scientific practices. In-class HOLS activities prompted students to recall foundational chemistry principles and apply scientific practices to connect with current course content. A mixed-methods research design was employed to evaluate the cognitive and affective impacts of HOLS interventions, using a modified crossover design to mitigate instructor influence. This approach alternated treatment and control conditions between two courses, enabling comparison of performance outcomes under traditional and HOLS-based instruction. Quantitative analysis, including statistical evaluation of 3DL assessment items, and qualitative thematic analysis of student interviews revealed significant improvements in performance and an increased recognition of the value of 3DL strategies. These findings contribute to ongoing efforts to integrate reform-oriented instruction into traditional undergraduate chemistry curricula.

MoleculeCrafter is a novel tool that facilitates the custom creation of flexible and modular macromolecular model kits. These models support student chemical education by providing a manipulable and visuospatial tool to facilitate exploration of chemical structures and their interactions. Here, for the first time, we demonstrate using MoleculeCrafter for the creation of flexible and modular nucleic acid models capable of undergoing the noncanonical base pairing found in RNA structures as well as DNA triplex and quadruplex structures. While flexible models of DNA and peptide nucleic acid (PNA) have previously been created, they typically enable only one method of bonding, namely, Watson–Crick–Franklin base pairing. This tool provides an engaging demonstration of how MoleculeCrafter can be leveraged to make complex models showcasing new features such as bases that can bind at their Watson–Crick–Franklin, Hoogsteen, and Sugar edges. To go further and enable users to create their custom molecular model kits, we have designed a workflow for extracting atomic position data for use with our novel CAD tool, which can generate molecular model kits from data files, affix predesigned connectors, and align and label parts for production via 3D printing. We tested our tool by modeling, printing, and assembling four structures, ultimately demonstrating MoleculeCrafter’s efficacy as a tool for designing customized flexible and articulated molecules.

This study presents a Co(II) adsorption experiment with rapid naked-eye visualization of the microscopic mechanism, based on the correlation between coordination states of Co(II) and their associated colors. By observing the rapid and clear visible color change of the adsorption system from pink to blue, the experiment demonstrates a microscopic mechanism in which aqueous [Co(H₂O)₆]²⁺ undergoes dehydration during adsorption and is adsorbed as octahedrally coordinated Co²⁺ bound to O atoms in the [TiO₆] framework of the layered titanate adsorbent. A hypothesis-driven verification module, together with X-ray absorption fine structure (XAFS), thermodynamic analysis using a statistical physics model, and optional X-ray diffraction (XRD) characterization, further confirms the evolution of the coordination structure and the microscopic mechanism underlying the color change during Co(II) adsorption. This experimental design improves students’ proficiency in adsorption experiments and deepens their understanding of the correlation between macroscopic phenomena and microscopic mechanisms.

This work introduces ChEdu, a guided AI teaching assistant addressing two critical chemistry education challenges: overwhelming demand for personalized student support and the need to foster critical thinking. Rather than introducing capabilities that LLMs fundamentally lack, ChEdu automates course-aligned guided learning in a dual-system architecture combining retrieval-augmented generation (RAG) with a fine-tuned large language model (ChEdu-GPT) grounded in Socratic questioning and zone of proximal development theory. The system’s high customizability allows academic staff to integrate their specific course materials, teaching plans, and exam resources without requiring programming expertise. ChEdu-GPT guides students through progressive questioning tailored to their knowledge levels, encouraging self-discovery rather than passive information consumption, while RAG ensures reliable retrieval of exam-related information. On a small, simulation-heavy sample (two student testers; 10 pre-exam logistics queries), retrieval was 10/10.

Integrating green chemistry and related concepts into undergraduate chemistry curricula is essential to prepare students for the evolving chemical sciences landscape. Still, effective implementation requires adequately supporting instructors to teach these topics. This study surveys chemistry instructors within and outside the United States to better understand how prepared instructors are to incorporate these concepts into their courses, what professional development experiences they have pursued to help them teach these concepts, and their professional development needs. Survey results indicate that instructors are more confident and able to incorporate certain concepts more than others. Additionally, the majority have not pursued any professional development to help support teaching these concepts, with the cost of professional development being a critical barrier. These findings underscore the importance of institutional and organizational support─both structural and financial─to lower access barriers and facilitate meaningful curriculum change. In light of updated course requirements in the American Chemical Society (ACS) Guidelines for Bachelor’s Degree Programs, these findings indicate the urgent need for coordinated professional development efforts.

This six-week, course-based undergraduate research experience (CURE) engages senior undergraduate students in the design and application of acridinium photoredox catalysts for the selective oxidation of benzyl alcohols. Students drive the entire research cycle: synthesizing and characterizing three acridinium salts, evaluating their performance in low-cost LED photoreactors, and investigating the reaction mechanism electrochemically. Pedagogical assessment based on learning objectives and qualitative feedback demonstrated strong student competency, with over 83% successfully correlating electrochemical data with reaction selectivity. Student reflections indicated growth in scientific identity and collaborative problem-solving. This work demonstrates that the CURE framework effectively fosters research proficiency and conceptual understanding for advanced students in organic chemistry.