Maite R. Herrera-Loya, L. M. Cervantes-Herrera, Sofia Gutierrez-Vallejo, J. G. Ibanez
Abstract Social distancing measures due to the SARS-CoV-2 virus have profoundly challenged the educational experimental work. We have sought to remediate this issue by designing a series of low cost, low risk, quick, and qualitative electrochemistry and corrosion experiments to be performed in the student’s homes at the microscale with a kit provided by the teacher. One such experience is the electroplating of Sn from an aqueous chloride solution using readily available soldering wires (e.g., Sn–Pb alloy, or Sn–Ag–Cu alloy). This process catches students’ attention due to its simplicity and variety of possible applications that include corrosion protection, fabrication of electronic components, plating of cooking utensils, lithium batteries, etc.
{"title":"Leaded or unleaded? Homemade microscale tin electroplating","authors":"Maite R. Herrera-Loya, L. M. Cervantes-Herrera, Sofia Gutierrez-Vallejo, J. G. Ibanez","doi":"10.1515/cti-2021-0024","DOIUrl":"https://doi.org/10.1515/cti-2021-0024","url":null,"abstract":"Abstract Social distancing measures due to the SARS-CoV-2 virus have profoundly challenged the educational experimental work. We have sought to remediate this issue by designing a series of low cost, low risk, quick, and qualitative electrochemistry and corrosion experiments to be performed in the student’s homes at the microscale with a kit provided by the teacher. One such experience is the electroplating of Sn from an aqueous chloride solution using readily available soldering wires (e.g., Sn–Pb alloy, or Sn–Ag–Cu alloy). This process catches students’ attention due to its simplicity and variety of possible applications that include corrosion protection, fabrication of electronic components, plating of cooking utensils, lithium batteries, etc.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":"4 1","pages":"97 - 102"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44466513","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 This paper implements the 5E instructional model to reveal authentic concepts in chemistry, in particular the ambiguous oxidation state formalism of copper sulfide (CuS) for pre-service science teachers (PSTs). We discuss the process and outcomes of learning phases of the 5E (engage, explore, explain, elaborate, and evaluate) for authentic chemistry learning. The puzzle activity of engage phase demonstrate PSTs prior-knowledge, understanding, problem-solving skills in the fundamental concepts of chemistry. However, we observed misconceptions in chemistry concepts, in particular the oxidation state formalism of CuS. Next, the explore phase describe how the scientific evidence from research literature give insight into whether the PSTs conceptions are in accordance with research evidence. The research evidence from collaborative literature review revealed the uncertainty in the oxidation state formalism of CuS. In the explain phase, we explained the complex electronic structure of CuS. In the fourth phase, the elaborate phase, we involve the PSTs in the book review to elaborate and analyze the uncertain concept. The results of the book review provide insight into the coverage of oxidation state formalism of CuS in nine chemistry textbooks. Finally, in evaluate phase, the results of questionnaire describe the PSTs perspectives and experiences in the student-centered chemistry learning.
{"title":"Incorporating research literature and chemistry textbooks in 5E instructional model to reveal ambiguous oxidation state formalism of CuS for pre-service science teachers","authors":"Irudhayaraj Savarimuthu, Margaret Susairaj","doi":"10.1515/cti-2022-0001","DOIUrl":"https://doi.org/10.1515/cti-2022-0001","url":null,"abstract":"Abstract This paper implements the 5E instructional model to reveal authentic concepts in chemistry, in particular the ambiguous oxidation state formalism of copper sulfide (CuS) for pre-service science teachers (PSTs). We discuss the process and outcomes of learning phases of the 5E (engage, explore, explain, elaborate, and evaluate) for authentic chemistry learning. The puzzle activity of engage phase demonstrate PSTs prior-knowledge, understanding, problem-solving skills in the fundamental concepts of chemistry. However, we observed misconceptions in chemistry concepts, in particular the oxidation state formalism of CuS. Next, the explore phase describe how the scientific evidence from research literature give insight into whether the PSTs conceptions are in accordance with research evidence. The research evidence from collaborative literature review revealed the uncertainty in the oxidation state formalism of CuS. In the explain phase, we explained the complex electronic structure of CuS. In the fourth phase, the elaborate phase, we involve the PSTs in the book review to elaborate and analyze the uncertain concept. The results of the book review provide insight into the coverage of oxidation state formalism of CuS in nine chemistry textbooks. Finally, in evaluate phase, the results of questionnaire describe the PSTs perspectives and experiences in the student-centered chemistry learning.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":"4 1","pages":"103 - 115"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48480067","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}
J. Buenaflor, Cassandra K. Lydon, Aaron Zimmerman, Olivia L. DeSutter, Jane E. Wissinger
Abstract Teaching experiments involving edible, biodegradable calcium alginate beads serve as an attractive model system to introduce upper secondary age students to core chemistry topics through innovations in sustainable consumer products. A teaching experiment is described that engages students with the synthesis of calcium alginate hydrogel beads from sodium alginate and calcium lactate, two food-safe and renewable materials. The beads’ outer membranes are a result of ionic interactions between carboxylate groups from alginate strands and the divalent calcium cations between them, thus forming cross-linked polymers. Protonation of the carboxylate groups on the alginate strands decreases crosslinking density affecting bead formation. First, various concentrations of citric acid are used to lower the pH of the sodium alginate solution and the effect on the calcium alginate bead formation is observed. A correlation between pH and bead shape and firmness is derived. This information is then used to explore juices with varying natural acidities. The experiment is amenable to implementation in the classroom or as an at-home activity. Learning outcomes include acid-base reactions, chemical bonding, polymer structures, and green chemistry concepts. Students consider the environmental challenges of traditional plastics used in packaging and how innovative new commercial products are attempting to provide solutions.
{"title":"Student explorations of calcium alginate bead formation by varying pH and concentration of acidic beverage juices","authors":"J. Buenaflor, Cassandra K. Lydon, Aaron Zimmerman, Olivia L. DeSutter, Jane E. Wissinger","doi":"10.1515/cti-2021-0027","DOIUrl":"https://doi.org/10.1515/cti-2021-0027","url":null,"abstract":"Abstract Teaching experiments involving edible, biodegradable calcium alginate beads serve as an attractive model system to introduce upper secondary age students to core chemistry topics through innovations in sustainable consumer products. A teaching experiment is described that engages students with the synthesis of calcium alginate hydrogel beads from sodium alginate and calcium lactate, two food-safe and renewable materials. The beads’ outer membranes are a result of ionic interactions between carboxylate groups from alginate strands and the divalent calcium cations between them, thus forming cross-linked polymers. Protonation of the carboxylate groups on the alginate strands decreases crosslinking density affecting bead formation. First, various concentrations of citric acid are used to lower the pH of the sodium alginate solution and the effect on the calcium alginate bead formation is observed. A correlation between pH and bead shape and firmness is derived. This information is then used to explore juices with varying natural acidities. The experiment is amenable to implementation in the classroom or as an at-home activity. Learning outcomes include acid-base reactions, chemical bonding, polymer structures, and green chemistry concepts. Students consider the environmental challenges of traditional plastics used in packaging and how innovative new commercial products are attempting to provide solutions.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":"4 1","pages":"155 - 164"},"PeriodicalIF":0.0,"publicationDate":"2022-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43235971","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 the structure, development, and validation process of customized pedagogical kits (CPKs) for differentiated instruction (DI) in chemistry. The CPKs rely on the DI approach, comprising varied pedagogical activities (e.g., games, inquiry activities, puzzles, simulations, models) designed as treatments, to help chemistry teachers personalize their teaching according to students’ misconceptions. The kits are based on the response to intervention (RTI) model, where the teacher applies an ongoing evaluation to meet the individual student’s needs within an evolutionary flexible process of learning. Each kit includes a diagnostic task, its characterization, pedagogical treatments for diagnosed misconceptions, and an assessment task, to evaluate the effectiveness of the treatments implemented in the classroom. The kits are developed along relevant literature criteria for using DI strategies and are based on constant validation and ongoing assessment, as demonstrated in the Redox-reaction CPK development. The validation and impact of the CPK on students’ achievements are supported by 25 chemistry teachers that implemented the full kit in their classrooms. Furthermore, the CPKs developed in the present research have succeeded in resolving many of the difficulties and challenges mentioned in the literature as obstructing the implementation of DI.
{"title":"Development and validation of customized pedagogical kits for high-school chemistry teaching and learning: the redox reaction example","authors":"Enas Easa, R. Blonder","doi":"10.1515/cti-2021-0022","DOIUrl":"https://doi.org/10.1515/cti-2021-0022","url":null,"abstract":"Abstract In this paper, we describe the structure, development, and validation process of customized pedagogical kits (CPKs) for differentiated instruction (DI) in chemistry. The CPKs rely on the DI approach, comprising varied pedagogical activities (e.g., games, inquiry activities, puzzles, simulations, models) designed as treatments, to help chemistry teachers personalize their teaching according to students’ misconceptions. The kits are based on the response to intervention (RTI) model, where the teacher applies an ongoing evaluation to meet the individual student’s needs within an evolutionary flexible process of learning. Each kit includes a diagnostic task, its characterization, pedagogical treatments for diagnosed misconceptions, and an assessment task, to evaluate the effectiveness of the treatments implemented in the classroom. The kits are developed along relevant literature criteria for using DI strategies and are based on constant validation and ongoing assessment, as demonstrated in the Redox-reaction CPK development. The validation and impact of the CPK on students’ achievements are supported by 25 chemistry teachers that implemented the full kit in their classrooms. Furthermore, the CPKs developed in the present research have succeeded in resolving many of the difficulties and challenges mentioned in the literature as obstructing the implementation of DI.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":"4 1","pages":"71 - 95"},"PeriodicalIF":0.0,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47224805","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}
Izumi Imai, Y. Tsuchiya, K. Ogino, Keiji Ueno, Hitoshi Tomita, K. Makide, Kenichi Tominaga
Abstract This study first developed content for a series of textbooks on green and sustainable chemistry (hereinafter referred to as GSC) targeted for university use. The textbooks focus on technology and products that have been awarded prizes in recognition of their contribution and performance toward GSC promotion. We also supplemented the textbooks with a video teaching material on dyeing systems that do not use water. We then surveyed aspiring secondary school teachers about the developed teaching materials using the questionnaire method. The results from university students’ questionnaires showed that 82% understood the importance of GSC and were interested in the subject. Second, we developed a series of leaflets on GSC targeted for use in upper secondary schools. Specifically, the content emphasizes the relationship between high school chemistry textbooks and daily life, other subjects, society, and the global environment. The results showed that approximately 60% of the senior high school students’ first impression of the leaflet was “interesting.” Twenty years after GSC has been defined, it has still not become completely pervasive in Japan. In the future, it will be necessary to foster instructors capable of teaching GSC in secondary education.
{"title":"Development of teaching material for green and sustainable chemistry in Japan","authors":"Izumi Imai, Y. Tsuchiya, K. Ogino, Keiji Ueno, Hitoshi Tomita, K. Makide, Kenichi Tominaga","doi":"10.1515/cti-2021-0029","DOIUrl":"https://doi.org/10.1515/cti-2021-0029","url":null,"abstract":"Abstract This study first developed content for a series of textbooks on green and sustainable chemistry (hereinafter referred to as GSC) targeted for university use. The textbooks focus on technology and products that have been awarded prizes in recognition of their contribution and performance toward GSC promotion. We also supplemented the textbooks with a video teaching material on dyeing systems that do not use water. We then surveyed aspiring secondary school teachers about the developed teaching materials using the questionnaire method. The results from university students’ questionnaires showed that 82% understood the importance of GSC and were interested in the subject. Second, we developed a series of leaflets on GSC targeted for use in upper secondary schools. Specifically, the content emphasizes the relationship between high school chemistry textbooks and daily life, other subjects, society, and the global environment. The results showed that approximately 60% of the senior high school students’ first impression of the leaflet was “interesting.” Twenty years after GSC has been defined, it has still not become completely pervasive in Japan. In the future, it will be necessary to foster instructors capable of teaching GSC in secondary education.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":"4 1","pages":"191 - 202"},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43531812","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 Radioactive decay is not only important in the field of radiochemistry but also useful as a teaching material for chemical kinetics. Although differential equations are often used to explain how decay rate changes over time, there are many students even in college or university who are not very good at mathematics and have difficulty in solving differential equations. Those students are expected to appreciate institutive and schematic illustrations using Excel sheets. In this paper, a water and tank model to demonstrate how radionuclides decay and decrease over time is presented as an example of the model that the students can develop or rearrange by themselves. Therefore, only four arithmetical operations were used in the sheet, so that the students can easily grasp the basic concept of a decay curve or radioactive equilibrium even if they do not have great knowledge of differential equations. In addition, only “Record Macro” and built in “Charts” were used on the sheet, and therefore, no knowledge or skill in graphic programming, such as Visual Basic, is needed to make and use the sheet. A brief online survey indicated the model was interesting to high school students. Since Excel is widely used all over the world, the sheets we have developed can be used in many countries without additional expense.
{"title":"Simple and easy way for students to develop a dynamic model on Excel sheet","authors":"M. Kamata, Asuka Kamata","doi":"10.1515/cti-2020-0035","DOIUrl":"https://doi.org/10.1515/cti-2020-0035","url":null,"abstract":"Abstract Radioactive decay is not only important in the field of radiochemistry but also useful as a teaching material for chemical kinetics. Although differential equations are often used to explain how decay rate changes over time, there are many students even in college or university who are not very good at mathematics and have difficulty in solving differential equations. Those students are expected to appreciate institutive and schematic illustrations using Excel sheets. In this paper, a water and tank model to demonstrate how radionuclides decay and decrease over time is presented as an example of the model that the students can develop or rearrange by themselves. Therefore, only four arithmetical operations were used in the sheet, so that the students can easily grasp the basic concept of a decay curve or radioactive equilibrium even if they do not have great knowledge of differential equations. In addition, only “Record Macro” and built in “Charts” were used on the sheet, and therefore, no knowledge or skill in graphic programming, such as Visual Basic, is needed to make and use the sheet. A brief online survey indicated the model was interesting to high school students. Since Excel is widely used all over the world, the sheets we have developed can be used in many countries without additional expense.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":"4 1","pages":"61 - 70"},"PeriodicalIF":0.0,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42489438","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 Many high school students and first-year undergraduate students find it difficult to balance redox reactions. A method using zero oxidation number to balance redox equations is presented herein. This method may shorten the balancing time and lessen the effort. It is a helpful complement to the traditional oxidation number method and half-reaction method.
{"title":"Balancing redox equations through zero oxidation number method","authors":"Shengping Zheng","doi":"10.1515/cti-2021-0031","DOIUrl":"https://doi.org/10.1515/cti-2021-0031","url":null,"abstract":"Abstract Many high school students and first-year undergraduate students find it difficult to balance redox reactions. A method using zero oxidation number to balance redox equations is presented herein. This method may shorten the balancing time and lessen the effort. It is a helpful complement to the traditional oxidation number method and half-reaction method.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":"4 1","pages":"55 - 59"},"PeriodicalIF":0.0,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43093824","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 Combustion reactions, stoichiometry, and redox reactions are some of the basic contents in chemistry curriculum. Although the counting of transferred electrons is critical in redox reactions, assigning mean oxidation number of organic carbons (ONc) is not always easy. Even though the relationship between the oxidative ratio (OR) and ONc is known, the relationship between the number of transferred electrons (Te−) and OR has not been thoroughly studied. The H-atom method has already been developed to balance and deduct organic combustion reactions. It can be used further to help establish the relationships among the stoichiometric coefficients (SC), the number of transferred hydrogens (TH), and Te−. This article uses the procedures of the H-atom method for balancing and deducting, and the known relationships among SC, TH, and Te− for exploring the relationships among SC, Te−, ONc, and OR in organic combustion reactions. By integrating three sets of relationships: (i) SC and Te−, (ii) Te− and ON, and (iii) SC and OR, the interconversions among SC, Te−, ONc, and OR can be mathematically formulated. Furthermore, Te−, ONc, and OR can be assigned by SC and the general molecular formula of CxHyOzXw.
{"title":"Exploring the relationships among stoichiometric coefficients, number of transferred electrons, mean oxidation number of carbons, and oxidative ratio in organic combustion reactions","authors":"Pong Kau Yuen, C. M. Lau","doi":"10.1515/cti-2021-0020","DOIUrl":"https://doi.org/10.1515/cti-2021-0020","url":null,"abstract":"Abstract Combustion reactions, stoichiometry, and redox reactions are some of the basic contents in chemistry curriculum. Although the counting of transferred electrons is critical in redox reactions, assigning mean oxidation number of organic carbons (ONc) is not always easy. Even though the relationship between the oxidative ratio (OR) and ONc is known, the relationship between the number of transferred electrons (Te−) and OR has not been thoroughly studied. The H-atom method has already been developed to balance and deduct organic combustion reactions. It can be used further to help establish the relationships among the stoichiometric coefficients (SC), the number of transferred hydrogens (TH), and Te−. This article uses the procedures of the H-atom method for balancing and deducting, and the known relationships among SC, TH, and Te− for exploring the relationships among SC, Te−, ONc, and OR in organic combustion reactions. By integrating three sets of relationships: (i) SC and Te−, (ii) Te− and ON, and (iii) SC and OR, the interconversions among SC, Te−, ONc, and OR can be mathematically formulated. Furthermore, Te−, ONc, and OR can be assigned by SC and the general molecular formula of CxHyOzXw.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":"4 1","pages":"39 - 46"},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41513418","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 What happens at the very beginning of the titration of a weak acid or base is a question sometimes asked by undergraduate students when introduced to the concept of buffer solution. To attempt to answer this question, a simple quantitative approach is developed, which also allows explaining more general properties of the weak acid or weak base titration process, while serving as well as an introduction to the theoretical, quantitative treatment of this subject. Using this approach, it can be shown that, at the beginning of the titration, the reaction between a weak acid (base) and a strong base (acid) does not occur on a one to one ratio when very small amounts of the strong base (acid) are added.
{"title":"A simple theoretical, quantitative approach to help understand the titration of weak acids and bases","authors":"M. Arocena","doi":"10.1515/cti-2021-0021","DOIUrl":"https://doi.org/10.1515/cti-2021-0021","url":null,"abstract":"Abstract What happens at the very beginning of the titration of a weak acid or base is a question sometimes asked by undergraduate students when introduced to the concept of buffer solution. To attempt to answer this question, a simple quantitative approach is developed, which also allows explaining more general properties of the weak acid or weak base titration process, while serving as well as an introduction to the theoretical, quantitative treatment of this subject. Using this approach, it can be shown that, at the beginning of the titration, the reaction between a weak acid (base) and a strong base (acid) does not occur on a one to one ratio when very small amounts of the strong base (acid) are added.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":"4 1","pages":"47 - 54"},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45725788","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}
Pub Date : 2021-12-01DOI: 10.1515/cti-2021-frontmatter4
{"title":"Frontmatter","authors":"","doi":"10.1515/cti-2021-frontmatter4","DOIUrl":"https://doi.org/10.1515/cti-2021-frontmatter4","url":null,"abstract":"","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48601475","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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