{"title":"Introduction to the special issue on Green Chemistry","authors":"J. Apotheker","doi":"10.1515/cti-2022-2001","DOIUrl":"https://doi.org/10.1515/cti-2022-2001","url":null,"abstract":"","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41325427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Anja Lembens, Gerda Heinzle, Alexandra Tepla, N. Maulide, Alexander Preinfalk, Daniel Kaiser, Philipp Spitzer
Abstract Currently, the world is facing climate change, environmental burden, and health aspects caused, among others, by chemical substances spread by humans. In order to preserve or even improve the Earth’s habitat for future generations, the development and use of sustainable technologies are necessary. Additionally, every individual must have knowledge and skills to be able to act in an informed sustainable and responsible way. Neither of these can be achieved without science education that provides appropriate learning opportunities. This paper gives insight into the project SpottingScience whose digital learning environments focus on green chemistry. The learning environments are accessible via QR-Codes in public space at the Campus of the University of Vienna. One can follow the content presented via texts and graphics in a linear way or use provided links to get further information. SpottingScience offers the opportunity for passers-by and secondary school students to get a general idea of green chemistry and its significance for everyday life. We use menthol, a well-known ingredient in several everyday products, as an example to unfold chemical backgrounds, to highlight the necessity to create new and environment-friendly production processes, and to provide an impetus to reflect on one’s own actions while using everyday products.
{"title":"SpottingScience – a digital learning environment to introduce Green Chemistry to secondary students and the public","authors":"Anja Lembens, Gerda Heinzle, Alexandra Tepla, N. Maulide, Alexander Preinfalk, Daniel Kaiser, Philipp Spitzer","doi":"10.1515/cti-2021-0025","DOIUrl":"https://doi.org/10.1515/cti-2021-0025","url":null,"abstract":"Abstract Currently, the world is facing climate change, environmental burden, and health aspects caused, among others, by chemical substances spread by humans. In order to preserve or even improve the Earth’s habitat for future generations, the development and use of sustainable technologies are necessary. Additionally, every individual must have knowledge and skills to be able to act in an informed sustainable and responsible way. Neither of these can be achieved without science education that provides appropriate learning opportunities. This paper gives insight into the project SpottingScience whose digital learning environments focus on green chemistry. The learning environments are accessible via QR-Codes in public space at the Campus of the University of Vienna. One can follow the content presented via texts and graphics in a linear way or use provided links to get further information. SpottingScience offers the opportunity for passers-by and secondary school students to get a general idea of green chemistry and its significance for everyday life. We use menthol, a well-known ingredient in several everyday products, as an example to unfold chemical backgrounds, to highlight the necessity to create new and environment-friendly production processes, and to provide an impetus to reflect on one’s own actions while using everyday products.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44091289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Michael Linkwitz, Robby Zidny, Safwatun Nida, Lea Seeger, N. Belova, I. Eilks
Abstract Microwave systems have been used in organic chemistry since the late 1990s for applications including Microwave-Assisted Organic Synthesis (MAOS). The main advantages of microwave-assisted procedures compared to traditional synthesis methods are the 100- to 1000-fold increase in reaction speeds, higher yields, purer products, and less energy consumption. So far, only a few examples for integrating microwave-induced chemistry into high school chemistry classes have been proposed. This paper presents a set of experiments intended to provide insights into using microwave technology in the context of green, organic chemistry lessons in high school.
{"title":"Simple green organic chemistry experiments with the kitchen microwave for high school chemistry classrooms","authors":"Michael Linkwitz, Robby Zidny, Safwatun Nida, Lea Seeger, N. Belova, I. Eilks","doi":"10.1515/cti-2021-0034","DOIUrl":"https://doi.org/10.1515/cti-2021-0034","url":null,"abstract":"Abstract Microwave systems have been used in organic chemistry since the late 1990s for applications including Microwave-Assisted Organic Synthesis (MAOS). The main advantages of microwave-assisted procedures compared to traditional synthesis methods are the 100- to 1000-fold increase in reaction speeds, higher yields, purer products, and less energy consumption. So far, only a few examples for integrating microwave-induced chemistry into high school chemistry classes have been proposed. This paper presents a set of experiments intended to provide insights into using microwave technology in the context of green, organic chemistry lessons in high school.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44476975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Baharin, R. Rusmin, Kavirajaa Pandian Sambasevam
Abstract Recently, the importance of sustainable environment has been engaged in many science practices and learning. This article intends to provide teachers in secondary school and research beginners with knowledge background on conducting polymers (CPs) for its application in environmental protection studies. A concise and straightforward discussion on the basic concept of CPs and its role as i) sensors for gas pollutants ii) photocatalyst are explained. A general workflow to guide readers in identifying and validating suitable sensors is included. In addition, the article provides a step-by-step guideline to assist readers in performing photocatalytic degradation experiments associated with CPs.
{"title":"Basic concept and application of conducting polymers for environmental protection","authors":"S. Baharin, R. Rusmin, Kavirajaa Pandian Sambasevam","doi":"10.1515/cti-2021-0041","DOIUrl":"https://doi.org/10.1515/cti-2021-0041","url":null,"abstract":"Abstract Recently, the importance of sustainable environment has been engaged in many science practices and learning. This article intends to provide teachers in secondary school and research beginners with knowledge background on conducting polymers (CPs) for its application in environmental protection studies. A concise and straightforward discussion on the basic concept of CPs and its role as i) sensors for gas pollutants ii) photocatalyst are explained. A general workflow to guide readers in identifying and validating suitable sensors is included. In addition, the article provides a step-by-step guideline to assist readers in performing photocatalytic degradation experiments associated with CPs.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48998304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
C. D. Campbell, Megan O. Midson, Patrick E. Bergstrom Mann, Samuel T. Cahill, Nicholas J. B. Green, M. Harris, S. Hibble, S. K. E. O'Sullivan, T. To, Lucy J. Rowlands, Z. Smallwood, C. Vallance, Andrew F. Worrall, Malcolm I. Stewart
Abstract Teaching practical laboratory skills is a key component of preparing undergraduate students for future careers in chemistry and elsewhere. In this paper, we present our new strategy to teach practical skills to undergraduate chemistry students. We report a Skills Inventory, a list of the suggested practical skills a graduate chemist should possess; this list was compiled by chemists across the UK. In our new practical course we begin by decoupling the practical skill from the theoretical background, compelling students to first master the basic processes needed to carry out a specific technique. In what we have termed a ‘spiral curriculum’ approach, skills are revisited on multiple occasions, with increasing complexity and greater emphasis on underlying theory. The new course makes links across traditional subdisciplines of chemistry to avoid compartmentalisation of ideas.
{"title":"Developing a skills-based practical chemistry programme: an integrated, spiral curriculum approach","authors":"C. D. Campbell, Megan O. Midson, Patrick E. Bergstrom Mann, Samuel T. Cahill, Nicholas J. B. Green, M. Harris, S. Hibble, S. K. E. O'Sullivan, T. To, Lucy J. Rowlands, Z. Smallwood, C. Vallance, Andrew F. Worrall, Malcolm I. Stewart","doi":"10.1515/cti-2022-0003","DOIUrl":"https://doi.org/10.1515/cti-2022-0003","url":null,"abstract":"Abstract Teaching practical laboratory skills is a key component of preparing undergraduate students for future careers in chemistry and elsewhere. In this paper, we present our new strategy to teach practical skills to undergraduate chemistry students. We report a Skills Inventory, a list of the suggested practical skills a graduate chemist should possess; this list was compiled by chemists across the UK. In our new practical course we begin by decoupling the practical skill from the theoretical background, compelling students to first master the basic processes needed to carry out a specific technique. In what we have termed a ‘spiral curriculum’ approach, skills are revisited on multiple occasions, with increasing complexity and greater emphasis on underlying theory. The new course makes links across traditional subdisciplines of chemistry to avoid compartmentalisation of ideas.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41802062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Gender issues, and specifically the lack of women in the physical sciences, has been a subject of intense debate for decades. The problem is so acute, that national initiatives have been developed to analyse and address the issues, with some success in STEM, particularly in higher education and also in industry. However, despite this progress, there is little understanding as to why women are less likely to study the chemical sciences in particular. In this research, a survey and interviews were used to find out why female A-level chemistry students choose, or do not choose, to study chemistry at higher education level. Two distinct phases were identified. Firstly, intelligence gathering to understand the location, content, entry requirements, and career options for potential course and institution combinations. Secondly, self-reflection to establish whether, knowing themselves, students feel as though they would be successful on a particular course at a particular institution. These findings align with research into gender imbalance in STEM and Higher Education more broadly, but go beyond this to broaden current debates with a focus on chemistry in particular.
{"title":"Decision-making factors of female A-level chemistry students when choosing to study a degree in chemistry","authors":"Rachel Crossdale, Fraser J. Scott, Gemma Sweeney","doi":"10.1515/cti-2021-0030","DOIUrl":"https://doi.org/10.1515/cti-2021-0030","url":null,"abstract":"Abstract Gender issues, and specifically the lack of women in the physical sciences, has been a subject of intense debate for decades. The problem is so acute, that national initiatives have been developed to analyse and address the issues, with some success in STEM, particularly in higher education and also in industry. However, despite this progress, there is little understanding as to why women are less likely to study the chemical sciences in particular. In this research, a survey and interviews were used to find out why female A-level chemistry students choose, or do not choose, to study chemistry at higher education level. Two distinct phases were identified. Firstly, intelligence gathering to understand the location, content, entry requirements, and career options for potential course and institution combinations. Secondly, self-reflection to establish whether, knowing themselves, students feel as though they would be successful on a particular course at a particular institution. These findings align with research into gender imbalance in STEM and Higher Education more broadly, but go beyond this to broaden current debates with a focus on chemistry in particular.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44264247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In this paper, we describe and evaluate a study on the use of mechanism comics for writing solutions to a task in a written exam for the course “Organic Chemistry I for Pre-Service Chemistry Teachers.” The students had to design a reaction mechanism for a reaction that was unknown to them and write captions explaining every step of their reaction mechanism. The students’ work was evaluated using the method of qualitative content analysis in four rounds by both authors. The majority of the captions were coded as “descriptive” and only a minority as “causal.” This means that the students mostly described “what” happened, but seldom “why” this happened. Implicit electron movement was also described more often than explicit electron movement. The majority of the captions were technically correct. In summary, the students were capable of designing and describing a reaction mechanism for a previously unknown reaction. The quality of their reasoning could be improved, however. In the new course, the quality of students’ mechanistic reasoning and then especially their explanations of “why” mechanistic steps occur will be given much clearer emphasis.
{"title":"Mechanism comics as a task in a written exam in organic chemistry for pre-service chemistry teachers","authors":"J. Hermanns, Helen Kunold","doi":"10.1515/cti-2021-0035","DOIUrl":"https://doi.org/10.1515/cti-2021-0035","url":null,"abstract":"Abstract In this paper, we describe and evaluate a study on the use of mechanism comics for writing solutions to a task in a written exam for the course “Organic Chemistry I for Pre-Service Chemistry Teachers.” The students had to design a reaction mechanism for a reaction that was unknown to them and write captions explaining every step of their reaction mechanism. The students’ work was evaluated using the method of qualitative content analysis in four rounds by both authors. The majority of the captions were coded as “descriptive” and only a minority as “causal.” This means that the students mostly described “what” happened, but seldom “why” this happened. Implicit electron movement was also described more often than explicit electron movement. The majority of the captions were technically correct. In summary, the students were capable of designing and describing a reaction mechanism for a previously unknown reaction. The quality of their reasoning could be improved, however. In the new course, the quality of students’ mechanistic reasoning and then especially their explanations of “why” mechanistic steps occur will be given much clearer emphasis.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41989209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract We describe simple, quantitative, graphical approach to solve chemical equilibrium problems and quantify how far the reversible reaction advances upon reaching equilibrium state at a given temperature. The same approach also gives the change in reaction advancement ratio (reaction efficiency; % completion of reaction) upon perturbation of equilibrium state by changing equilibrium concentrations (moles) of reactants or products. The approach is based on plotting two polynomial functions which represent how the numbers of moles of reactants and products vary with the advancement of reaction. The point of intersection of the two polynomial curves (functions) gives advancement ratio for a reversible reaction at equilibrium (χ e). In comparison, Le Chatelier’s principle is qualitative and tells us that equilibrium concentrations (moles) of products will increase (or decrease) once concentrations of reactants are made larger (or smaller), but does not predict the change in advancement of reversible reaction upon re-establishing the equilibrium state. In other words, it does not specify whether after perturbation the conversion to products will result in higher or lower reaction efficiency. Our quantitative approach is complementary to the qualitative Le Chatelier’s principle and is applicable to any single-equation equilibrium system. It can also be an alternative to ICE tables.
{"title":"Efficiency of reversible reaction: a graphical approach","authors":"I. Novák","doi":"10.1515/cti-2022-0004","DOIUrl":"https://doi.org/10.1515/cti-2022-0004","url":null,"abstract":"Abstract We describe simple, quantitative, graphical approach to solve chemical equilibrium problems and quantify how far the reversible reaction advances upon reaching equilibrium state at a given temperature. The same approach also gives the change in reaction advancement ratio (reaction efficiency; % completion of reaction) upon perturbation of equilibrium state by changing equilibrium concentrations (moles) of reactants or products. The approach is based on plotting two polynomial functions which represent how the numbers of moles of reactants and products vary with the advancement of reaction. The point of intersection of the two polynomial curves (functions) gives advancement ratio for a reversible reaction at equilibrium (χ e). In comparison, Le Chatelier’s principle is qualitative and tells us that equilibrium concentrations (moles) of products will increase (or decrease) once concentrations of reactants are made larger (or smaller), but does not predict the change in advancement of reversible reaction upon re-establishing the equilibrium state. In other words, it does not specify whether after perturbation the conversion to products will result in higher or lower reaction efficiency. Our quantitative approach is complementary to the qualitative Le Chatelier’s principle and is applicable to any single-equation equilibrium system. It can also be an alternative to ICE tables.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48845803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Defining and balancing redox reaction requires both chemical knowledge and mathematical skills. The prevalent approach is to use the concept of oxidation number to determine the number of transferred electrons. However, the task of calculating oxidation numbers is often challenging. In this article, the H-atom method and O-atom method are developed for balancing redox equations. These two methods are based on the definition of redox reaction, which is the gain and loss of hydrogen or oxygen atoms. They complement current practices and provide an alternate path to balance redox equations. The advantage of these methods is that calculation of oxidation number is not required. Atoms are balanced instead. By following standard operating procedures, H-atom, O-atom, and H2O molecule act as artificial devices to balance both inorganic and organic equations in molecular forms. By using the H-atom and O-atom methods, the number of transferred electrons can be determined by the number of transferred H-atoms or O-atoms, which are demonstrated as electron-counting concepts for balancing redox reactions. In addition, the relationships among the number of transferred H-atom, the number of transferred O-atom, the number of transferred electrons, and the change of oxidation numbers are established.
{"title":"H-atom and O-atom methods: from balancing redox reactions to determining the number of transferred electrons","authors":"Pong Kau Yuen, C. M. Lau","doi":"10.1515/cti-2021-0028","DOIUrl":"https://doi.org/10.1515/cti-2021-0028","url":null,"abstract":"Abstract Defining and balancing redox reaction requires both chemical knowledge and mathematical skills. The prevalent approach is to use the concept of oxidation number to determine the number of transferred electrons. However, the task of calculating oxidation numbers is often challenging. In this article, the H-atom method and O-atom method are developed for balancing redox equations. These two methods are based on the definition of redox reaction, which is the gain and loss of hydrogen or oxygen atoms. They complement current practices and provide an alternate path to balance redox equations. The advantage of these methods is that calculation of oxidation number is not required. Atoms are balanced instead. By following standard operating procedures, H-atom, O-atom, and H2O molecule act as artificial devices to balance both inorganic and organic equations in molecular forms. By using the H-atom and O-atom methods, the number of transferred electrons can be determined by the number of transferred H-atoms or O-atoms, which are demonstrated as electron-counting concepts for balancing redox reactions. In addition, the relationships among the number of transferred H-atom, the number of transferred O-atom, the number of transferred electrons, and the change of oxidation numbers are established.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48672141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. W. Wisudawati, H. Barke, Abayneh Lemma Gurmu, S. Agung
Abstract We investigate how chemistry-teacher students and teachers interpret chemical equations regarding the sub-microscopic level of solid ionic salts and their solutions. Addressing participants’ skills in making sense of chemical formulas might significantly influence students’ conceptual understanding: ionic salts formulas like Na2CO3(s), CaCO3(s), MgO(s) were established in the questionnaire. A coding system used to reveal participants’ reasoning correspond to their misconceptions. The enrolled participants were 101 undergraduate chemistry education students from Indonesia and Ethiopia and 24 chemistry teachers from Indonesia and Tanzania. Our results showed students’ and teachers’ difficulties in figuring out the involved ions of provided salts and interpreting the chemical formulas. Consequently, general chemistry learning should provide better fundamental knowledge on the submicroscopic level based on involved particles like atoms, ions, and molecules. It would also be helpful to introduce an appropriate sequence of historical ideas to find the existence of atoms, ions, and molecules.
{"title":"Students’ and teachers’ perceptions for composition of ionic compounds","authors":"A. W. Wisudawati, H. Barke, Abayneh Lemma Gurmu, S. Agung","doi":"10.1515/cti-2021-0032","DOIUrl":"https://doi.org/10.1515/cti-2021-0032","url":null,"abstract":"Abstract We investigate how chemistry-teacher students and teachers interpret chemical equations regarding the sub-microscopic level of solid ionic salts and their solutions. Addressing participants’ skills in making sense of chemical formulas might significantly influence students’ conceptual understanding: ionic salts formulas like Na2CO3(s), CaCO3(s), MgO(s) were established in the questionnaire. A coding system used to reveal participants’ reasoning correspond to their misconceptions. The enrolled participants were 101 undergraduate chemistry education students from Indonesia and Ethiopia and 24 chemistry teachers from Indonesia and Tanzania. Our results showed students’ and teachers’ difficulties in figuring out the involved ions of provided salts and interpreting the chemical formulas. Consequently, general chemistry learning should provide better fundamental knowledge on the submicroscopic level based on involved particles like atoms, ions, and molecules. It would also be helpful to introduce an appropriate sequence of historical ideas to find the existence of atoms, ions, and molecules.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47508208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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