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The rise of virtual and online education in recent years has led to the development and popularization of many online tools, notably three-dimensional (3D) models and augmented reality (AR), for visualizing various structures in chemical sciences. The majority of the developed tools focus on either small molecules or biological systems, as information regarding their structure can be easily accessed from online databases or obtained through relatively quick calculations. As such, due to a lack of crystallographic and theoretical data available for nonbiological macromolecules, there is a noticeable lack of accessible online tools for the visualization of polymers in 3D. Herein, using a few sample polymers, we showcase a workflow for the generation of 3D models using molecular dynamics and Blender. The 3D structures can then be hosted on p3d.in, where AR models can be generated automatically. Furthermore, the hosted 3D models can then be shared via quick response (QR) codes and used in various settings without the need to download any applications.

Numerous academic studies in the field of chemical education utilize the conceptual framework of three distinct tiers that underlie the instruction and acquisition of chemical knowledge. This framework is commonly depicted in a chemistry triangle, with the vertices denoted as macroscopic, submicroscopic, and symbolic. The ability of students to effectively convert between various representations and develop triple representation thinking can be advantageous in comprehending chemical concepts and the underlying micro essence. However, studies have shown that students have certain difficulties with triple representation. A microcomputer-based laboratory provides students with intuitive material by dynamically presenting data images in real time, helping students transfer among triple representations. This study investigated the effect of a microcomputer-based laboratory on the triple representation of a chemistry lesson based on eye-tracking evidence. The experimental group (N = 14) completed the test by watching the experimental video of the microcomputer-based laboratory, while the control group (N = 13) watched the traditional experimental video. Eye-tracking was used to make real-time recordings of the experimental procedures carried out by each of the groups. By comparing the triple representation test results and eye-tracking indicators of the two groups, the results show that a microcomputer-based laboratory has a positive effect on the triple representation, and the experimental group performed significantly better when acquiring image information under the influence of the microcomputer-based laboratory.

The purpose of this study is to investigate differences between women and men in chemistry, as reflected in their responses to a global gender gap survey. The survey was conducted in 2018; responses from 1,343 valid participants across the globe were collected and analyzed. The main results show that first, women were more likely to list their parents and themselves as important influences in their university studies than men. This result was consistent regardless of the Human Development Index (HDI, an index developed by the United Nations assessing the development of a country) and employment sectors. Also, men students reported more positive relationships and support from their advisors or supervisors than women. More women than men indicated that they had personally encountered sexual harassment at school or work. Also, in general, more men than women indicated that they had never experienced discrimination in the assessment or evaluation of their achievement across different HDI regions and in different employment sectors. Men reported having more research resources than women. More women than men indicated that their careers had influenced their decisions about their children, marriage, or long-term partnership across high and low HDI regions and employment sectors. Finally, women submitted fewer journal articles than men in the past five years, and this gender difference was also seen in respondents from both high and low HDI regions and working in industry. In contrast, by employment sector, the gender differences were relatively small.

Machine learning (ML) is extensively applied in chemistry, particularly in vibrational spectroscopy. However, few teaching examples effectively demonstrate the capabilities of ML in classifying polymeric materials, exhibiting subtle spectral differences that elude visual discrimination. This study presents a teaching example specifically tailored for undergraduate students to acquire the skills necessary to employ ML models in the classification of infrared spectral data from different types of polyvinyl butyrals (PVBs). The course encompasses fundamental knowledge of PVB structure and synthesis, a comprehensive spectral analysis workflow for constructing classification models, specific data processing techniques, and practical implementation of a student-synthesized PVB product in a laboratory demonstration. Assessment of students' knowledge acquisition is conducted through assignments, and student attitudes toward this course via submitted self-reflection surveys are discussed. This study underscores the efficacy of classroom examples in developing students' abilities and fostering their interest in amalgamating chemistry and artificial intelligence. The knowledge and techniques acquired in this course hold practical implications for quality control, process monitoring, and material identification in industry.

Background: Educational board games have been receiving attention from educators in recent years. Designing the rules of board games based on cognitive theory, and further analysing educational board games from more dimensions are important issues that warrant further study. Purpose: The research designed a board game called Chemistry Story to promote students' learning of the concept of element combination in chemical substances. The design of the cognitive mechanism of the board game was based on three cognitive design principles, namely schema connection theory, attention, and cognitive scaffolding. Sample: The participants were 48 eighth-grade students in Taiwan. Their average age was 13.8. Design and methods: A one-group pretest-posttest design was adopted. The research explored students' learning achievement, flow, and acceptance after using this board game for learning. Moreover, this research analysed the differences in students' flow while playing with game components made of different materials (paper, wood, and plastic), and explored the relationship with learning achievement, perceived usefulness, and perceived ease of use. Results: The results showed that students' concept of element combination in chemical substances improved through playing this board game. In addition, students had considerable engagement and acceptance of the board game's learning activities with the game components made of different materials. The results of the correlation analysis showed that students with low academic achievement were more likely to feel that Chemistry Story was helpful to their studies. It was also found that the wooden material components brought a better sense of engagement and game acceptance. Conclusion: When designing educational board game products, we should not only consider the target knowledge of the board game and the design of the game mechanism, but also consider the students' feelings about the materials used to make the components, and choose materials that can bring students a better learning experience, so as to enhance the positive influence on their learning.

In science education, chemistry is a discipline that involves macroscopic matter and microscopic particles. It is difficult for the traditional teaching approach to help learners comprehend abstract chemical knowledge. Researchers have attempted to use Virtual Reality (VR) to help learners realize meaningful knowledge via visualizing the learning content. However, merely engaging students in experiencing the scientific contexts is not enough. To fill this gap, the present study adopted Spherical Video-based Virtual Reality (SVVR) to create authentic learning contexts for learners, and proposed an exploration-based SVVR approach which aimed to promote students' understanding of abstract concepts and improve their competence of completing chemistry experiments. A quasi-experimental design was employed to evaluate the effectiveness of the proposed approach. A total of 136 junior high school students from three classes were recruited for the experiment. The experimental group adopted the exploration-based SVVR approach, control group I adopted the conventional SVVR approach, and control group II adopted traditional instruction. The results showed that the exploration-based SVVR approach not only improved students' learning achievement, but also increased their learning motivation, learning attitude, and creative thinking tendency. Besides, students adopting this approach had more positive behaviors, including finding problems, making assumptions, investigating and verifying, and discussion.

A simple photometric device was built to measure the kinetics of the title reaction. The device consisted of a green light-emitting diode (centered at 520 nm), a sample vial, a photodiode, and an Arduino microcontroller board. These parts were mounted on a black poly(lactic acid) holder which was manufactured by utilizing three-dimensional printing. Adequate sensitivity and dynamic range (linear detection range from 2 × 10[superscript -3] to 0.9 in absorbance, base 10) and time resolution (ca. 6 × 10[superscript -3] s) have been achieved. The time-resolved absorbance of the pink form of phenolphthalein was recorded automatically. The time scale of the forward reaction can be controlled by [OH[superscript -]]. Evidence of reaching a chemical equilibrium was observed at conditions of higher concentration of phenolphthalein and lower [OH[superscript -]]. We also demonstrated direct observation of the slow reversed reaction (taking ca. hours). Factors affecting the reaction kinetics like the ionic strength and organic solvents have also been tested. For a laboratory class, the basic goal may include the kinetics of the forward reaction and a simple description of the chemical equilibrium. If time allows, the reversed reaction (color reappearing) may be demonstrated. In a test run, the participating high school students positively agreed that this activity had increased their related ability, while a minor portion of them were less confident on more complicated knowledge items like using the Beer-Lambert law, measuring the lifetime, and knowing the evidence of the reverse reaction.

The utilization of modeling tools has gained significant attention recently. These models typically involve a series of partial differential equations, which can be challenging for novice modelers. This paper presented an approach in practical teaching of modeling tools for ion-exchange chromatography with three parts: model introduction, model calibration through group learning using different calibration strategies, and model applications. This approach was integrated into the traditional bioseparation engineering curriculum as an activity, using the separation of monomer-dimer mixtures of monoclonal antibodies as an example. Results of competitive group learning and the Wilcoxon test revealed that the parameter-by-parameter method was more user-friendly than the Yamamoto method for novice modelers to obtain reasonable model parameters quickly. Then, students used the well-fitted model for process optimization and explored the effects of process parameters and material input variation on the chromatography process, which helped students appreciate the critical role of time and material savings achieved through modeling tools. Finally, the student questionnaire results revealed that over two-thirds of the students gave positive feedback on the activity. Through this practical teaching, students became familiar with chromatography modeling tools, moving away from the tedious formulaic descriptions found in traditional modeling courses. This well-designed activity can be expanded from academia to industry, transforming the novice modelers into experienced modelers who can meet the high demands of the modern biopharmaceutical industry.

Hydrogel is an interesting topic in polymer chemistry, which is closely related to daily life and advanced technology. In this paper, we report an activity to deliver hydrogel chemistry into middle school classrooms by undergraduates as a bridge between professors and students. During the activity, undergraduates act as a bridge to receive knowledge from professors, reprocess it, and finally deliver it to middle school students. The activity comprises a 60 min lecture and a 30 min hands-on experiment and aims to provide a deep understanding of hydrogel. The lecture starts from the jelly, a popular snack for students, in order to introduce hydrogels. Then, the various applications of hydrogels are mentioned to indicate why hydrogel materials are interesting and how hydrogel materials help doctors treat various diseases. Moreover, middle school students expand their minds from everyday applications to advanced technologies by engaging in discussions as well as a hands-on experiment. The survey before and after the activity shows it can play an important role in helping middle school students understand hydrogels and sprout their interest in chemistry. The activity has been successfully held in four local middle schools and more sessions are planned to be held in more middle schools in the near future. Undergraduates also deepened their understanding of hydrogel chemistry and sprouted their interest in scientific research in this activity.

Chemical kinetics is a branch of physical chemistry that constitutes an essential part of undergraduate education. In general, a complex and expensive experimental apparatus is indispensable for observing the kinetics of a chemical process owing to the continuity of chemical reactions. Thus, intuitive visualization of the chemical kinetics using a simple experimental apparatus is challenging. Herein, a portable flow reactor was designed and used to observe the chemical kinetics of a first-order process. Continuous chemical reactions were visualized via the flow reactor as static patterns with color gradients. The thermochromism of the rhodamine B salicylaldehyde hydrazone zinc(II) complex was visualized via the flow reactor and found to follow first-order kinetics. The color gradients of static reaction patterns were analyzed by comparing them with standard color cards, and the kinetic parameters, such as the reaction rate constants at different temperatures and the activation energy, were determined. By performing this experiment, students can learn about flow chemistry, photochromism, and thermochromism. The interesting experimental process and distinct color changes can hold the students' attention. The two calculation methods can help the students better understand the rate equation of a first-order reaction. The experimental apparatus is low cost and commercially available, which is beneficial for the widespread use of this experiment.

Nanozyme is a kind of mimetic enzyme possessing unique properties of nanomaterials and catalytic functions of natural enzymes. The nanozymes have the characteristics of high catalytic efficiency and good stability and are widely utilized in medicine, chemical industry, food, agriculture, and environment. This laboratory experiment is designed for third-year undergraduate students who have a background in chemistry or material science. The experiment involves the synthesis, characterization, catalytic performance, and application of copper doped cerium oxide nanoparticles (Cu-CeO[subscript ]2 NPs), which contain both CuO and CeO[subscript 2]. The required raw materials for the experiment are readily available, and the synthesis process is safe and simple. The nanomaterials are characterized via transmission electron microscopy (TEM), X-ray diffraction (XRD), X-ray photoelectron spectroscopy (XPS), and UV-vis spectroscopy. The experiment also involves studying the peroxidase (POD)-like activity of Cu-CeO[subscript 2] NPs, which catalyze the oxidation of 3,3',5,5'-tetramethylbenzidine (TMB) into its oxidation state in the presence of H[subscript 2]O[subscript 2]. In the presence of Cr(VI), the Cu-CeO[subscript 2] NPs-based colorimetric reaction was enhanced and also increased with the concentration of Cr(VI). This can be used for the sensitive detection of Cr(VI), which was much better than that without Cu-CeO[subscript 2] NPs. This laboratory experiment provides the third-year undergraduates with a chance to enhance their knowledge in advanced nanomaterials and modern characterization instruments. Additionally, it helps students to develop their hands-on operation skills, team cooperation ability, and the ability to integrate theory with practice.

This research aimed to explore the upper-secondary school chemistry teachers' and students' conceptual structures of atomic structure by using multidimensional scaling. Atomic structure is considered to be one of the most difficult concepts in upper-secondary school chemistry course so that the conceptual structure regarding atomic structure held by the learners is necessary to be examined. Based on a questionnaire survey for upper-secondary school chemistry teachers and university chemistry professors, 40 concepts were selected as a useful concept pool of atomic structure. Then, the conceptual structures and the specific classifications of concepts from 168 upper-secondary school chemistry teachers and 336 tenth-grade students were investigated by multidimensional scaling and hierarchical cluster analysis. The results showed that the 3-D solutions were appropriate for the conceptual structures of teachers and students, respectively. Next, the conceptual structure of teachers utilized as an evaluation criterion was more scientific than that of students. The conceptual structure of students with high academic achievement was more scientific than that of the low achievers. Multidimensional scaling utilized to explore students' conceptual structure of scientific concepts can provide a new and benefic form of evidence to understand the concept learning outcome of students.

We describe an iodometric titration method for the determination of ascorbic acid using a microfluidic paper-based analytical device([mu]PAD). The ascorbic acid was detected by measuring the length of the blue band formed in a straight paper channel delimited by wax. This analytical method was designed as a laboratory experiment for under graduates majoring in chemical education. The main objectives of this practice are to introduce [mu]PAD into a preservice teacher's classroom, motivating their passion of learning chemistry, and implementing green chemistry education. Finally, we hope this novel microscale chemistry experiment could be introduced into the chemistry classroom at high schools by these preservice teachers after graduation. A total of 145 preservice chemistry teachers performed this experiment in the fifth semester. They completed this experiment within 3 h; positive feedback from these students indicated that the learning objectives and instructional aims were met.

A Maker-oriented experimental course in general chemistry has been created by using digital tools, such as a computer, a pressure sensor, and data processing software, in combination with a new multiple expansion method and laboratory equipment to determine the vapor pressure precisely. In this Maker chemistry experiment, the pressure sensor measures the pressure inside the chamber and sends the measured pressure value to the microcontroller, which offers a much cheaper and safer alternative than the current triple expansion method while avoiding its inconvenience and frequent failure. Graphing with Origin software provides students with the hands-on experience to appreciate significant chemistry concepts, preparing them for delving further into the subject using data processing software in a scientific inquiry activity. In the multiple expansion method, about 20 sets of data are measured and then processed for data fitting so that more accurate values of vapor pressure and molar heat of evaporation can be obtained, allowing for the better engagement of both first-year undergraduate and high school students.

Chemistry education has been affected in various aspects, especially teaching models, teaching technology, curriculum design, and teaching assessment, in Chinese Mainland since COVID-19 struck. To explore the change in teaching performance and differences in those teaching performances between middle school teachers and university teachers, this study analyzes 46 chemical education journal articles in three academic levels, including Junior High School (JHS), Senior High School (SHS), and university through content analysis method. The result shows that all levels of chemistry teachers (CTs) prefer to adopt two teaching models (live teaching or a combination of live and recorded teaching) and use Tencent Meeting as a teaching platform, but, university chemistry professors can integrate some software (MOOC and WeiXin as well as QQ) into their class to improve the effectiveness of teaching. As for curriculum design and teaching assessment, university teachers can employ the news in the context of the COVID-19 pandemic to carry out teaching more deeply than middle school teachers because university students learn more professional chemistry knowledge, but, all of them tend to evaluate students promptly (like oral assessment) through classroom interaction. Thus, it suggests the government and the school develop educational applications/software and teaching resources and a diverse curriculum to enhance online teaching work both domestically and foreign. And, it is also suggested that teachers should actively participate in the training of educational technology and strengthen cooperation with teachers in other disciplines to build interdisciplinary classrooms.

An experimental design by combining hydrogel and ethylenediaminetetraacetic acid disodium salt (EDTA) for visually displaying chemical complexation reactions is developed. The Na[superscript +] ions on the [alpha]-l-guluronic acid (G) unit of the sodium alginate molecule undergo an ion exchange with a divalent cation, so that the G units are stacked to create a cross-linked network, forming a hydrogel. EDTA is inserted into the as-prepared hydrogel, producing transparent hydrogel microspheres containing EDTA, which are considered to be color-changeable pearls on the basis of the chelation of EDTA when reacting with several metal ions. By using different stability constants of the same typed coordination complexes, the color of pearls is changeable. The process and mechanism of the complex reaction are investigated by using elemental mapping, Fourier transform infrared reflection (FTIR) and Raman spectra. Moreover, all the instruments and chemicals for this experiment are included in one single portable experimental kit. The kit is small, easy to carry, cheap, and safe, and it enables easy display of related chemical reactions. By using the developed kit, the students' hands-on experience can be improved. The experimental operation is simple, green, safe, and interesting, which enables the engineering of color-changeable pearls to be broadly used including the chemical experiment courses in universities, experimental teaching in schools, and the chemical popularization activities for the public.

The classic silver mirror reaction at room temperature in textbooks usually used glucose to react with silver nitrate and ammonium nitrate with the presence of caustic alkalis. But the aldehydes such as acetaldehyde and propionaldehyde were difficult to react under the same condition. In this paper, Na[subscript 2]CO[subscript 3] was used to mediate there action instead of caustic alkalis. In a newly formed ammoniacal-silver solution, a certain dose of Na[subscript 2]CO[subscript 3] solution and aldehydes (formaldehyde, propionaldehyde, n-butyraldehyde and glucose) were added in, and then a silver mirror formed within 2 min at room temperature without stirring or continuous shaking. This result broadened the knowledge of silver mirror reactions with aldehydes and made the scheme simple and easy, enabling the teaching to be more interesting. A survey result showed that 68.4% of preservice teachers at Anhui Normal University are willing to teach the experiment using this improved method.

Recently, two-dimensional (2D) nanostructures, such as graphene and few-layer MoS[subscript 2], have been applied to wide fields based on their intriguing performances, and they contribute to developments of clean energy, biomedicine, and environmental protection. The synthesis of 2D nanostructures involves chemistry, materials, and biology-associated interdisciplinary knowledge. Nevertheless, desired strategies that can be comprehensively and safely achieved by undergraduates or academic trainees are largely restricted considering the uses of toxic and pyrophoric reagents, high-risk manipulation, expensive instruments, and a time-consuming test period. Herein, chemically fundamental experiments are integrated with scientific frontiers, achieving the development of undergraduate's experimental projects based on up-to-the-minute academic results. In order to promote the high-efficient study and eliminate the risks among our learners, the virtual simulation courses are well-integrated, and students can independently complete the synthesis of 2D MoS[subscript 2] nanomaterials without the face-to-face guidance of mentors. Significantly, several characteristics are equipped in this project: (1) Students can master the uses of oxygen-sensitive, moisture-sensitive reagents and skills for operating high-risk reactions via the virtual system; (2) Universal preparation approaches of 2D nanomaterials, based on the Schlenk technique, are presented; (3) Students' understanding of MoS[subscript 2] monolayer characterization, properties, and applications is remarkably increased. This project aims at inspiring students' understanding for scientific frontiers, improving their academic and innovative skills, as well as expanding their advanced perspective.

Acid-base titration concepts and experiments are ubiquitous, yet challenging, aspects of the general chemistry curriculum. Most general chemistry courses include at least one acid-base titration laboratory experiment, though the focus is often on determining the concentration, pK[subscript a], or molar mass of an analyte rather than on the details of interpreting a titration curve more broadly. This article describes the transformation of a single-period, traditional confirmation laboratory experiment into a multiweek, guided-inquiry capstone experience investigating a phosphate buffer system. The revision was designed to improve student understanding of the composition of a buffer system, the chemical reactions occurring as the buffer is titrated with a strong acid, and the rationale behind a method for determining the concentration of the buffer components. An experimental design component was incorporated in which groups of students formulated their own procedure to determine the concentration of the buffer components in an unknown sample. Preliminary evidence regarding the success of the implementation of this guided-inquiry experience was obtained through student work submitted for the titration and experimental design activities, student comments from the course evaluation and a self-reflection exercise, and midterm and final exam assessment questions.

In the face of an increasingly severe global climate change situation, carbon neutrality initiatives have been included in the development action plans of many countries around the world. The carbon neutrality vision will also accelerate the revolution in the energy systems of countries around the world, injecting new vitality into the upgrading of industrial structures and high-quality economic growth. The theme of this study is a carbon dioxide capture project learning activity. Through the structured design and model construction of the teaching content, the students' learning style is transformed, and the students' scientific attitude, social responsibility, as well as their ability to use existing knowledge to solve practical problems are cultivated.

Electrochemical impedance spectroscopy (EIS) is a rapid and powerful method for evaluating the pore structure of membranes. However, the application is limited due to the lack of appropriate training of engineers in electrochemistry and materials engineering. The introduction of laboratory practices can effectively improve the understanding of electrochemistry and the theory behind the various applications. In this paper, we suggest a laboratory experiment on the characterization of the pore structure in a membrane by EIS. The membrane resistance was obtained from the impedance spectrum, and the correlation between the membrane resistance and water flux of the membrane is discussed. Moreover, the influence of the electrolyte concentration on the EIS result was also investigated in the designed experiment. Students are trained to collect the impedance spectra of the membrane under different conditions and learn to understand the effects of the operating parameters (electrolyte concentration and pore size) on the impedance spectrum. This laboratory class allows undergraduate students to better understand the principle of impedance spectroscopy on membrane characterization.

Inspired by existing literature indicating that reading literacy is significantly associated with scientific reasoning and chemistry conceptual understanding, this quasi-experimental study explored the effectiveness of reflective reading of scientific articles on student inquiry performance. A total of 134 10th graders from southern Taiwan were divided into two Experimental Groups (EG) and a Comparison Group (CG). Both EG1 and EG2 students engaged in reading and discussing scientific articles and planning their own experiments. Evaluative reflection on their peers' experimental designs was emphasized for EG1 students while the recognition of variables in designing experimental procedures was emphasized for EG2 students. The CG students learned how to read and understand scientific articles without direct emphasis on their inquiry practices. The results revealed that EG students' scientific inquiry performances of forming researchable questions and planning experimental procedures could be effectively improved by reading and reflecting on experimental design. Further analysis revealed that students with higher reflection ability performed better than those with lower reflection ability in the competency of experimental design applied to other contexts. Given that using reading in chemistry teaching is scarce, this study's pedagogical approach of reading with a focus on evaluative reflection provides an alternative teaching strategy for those teachers who do not have enough time or laboratory equipment to provide their students the opportunity of doing hands-on experiments.

Three visions of scientific literacy have been discussed in the literature of science and chemistry education, but little is known of their embodiment in chemistry curricula. Grounded on the conjunction of the three visions of scientific literacy and the subject matter of chemistry, this study investigated the manifestation of scientific literacy in an official senior high school chemistry curriculum (SHSCC) promulgated by the Ministry of Education of China in 2018. Content analysis was employed as the research method with "performance requirements" of this chemistry curriculum document as the target of the analysis. Both qualitative and quantitative results were obtained. With regard to qualitative results, 11 categories of the subject matter of chemistry under Visions I, II, and III were identified, implying that curriculum content has been tremendously broadened in the SHSCC. With regard to quantitative results, a major finding is that Vision I dominates the whole curriculum in spite of a rather large amount of the subject matter of chemistry under Visions II and III. In addition, it was found that various distributions of the three visions of scientific literacy exist in the three types of chemistry courses incorporated in the 2018 SHSCC. On the basis of these findings, desirable patterns of the proportions of the subject matter of chemistry under three visions of scientific literacy would be suggested for those chemistry courses that are intended to meet various needs of different groups of students.

In order to fully appreciate the interdisciplinary nature of energy resources, there is a need to understand pertinent issues from other viewpoints besides a purely chemistry perspective. In this paper, the teaching of cost-benefit analysis (CBA) and business databases as part of CM4282: Energy Resources at the Department of Chemistry, National University of Singapore (NUS), is described. For teaching of CBA, in two 1h sessions, topics such as net present value (NPV), internal rate of return (IRR), discount rate, payback period, and sensitivity analysis were introduced in the context of capital budgeting. With collaboration from NUS libraries, in another 1h session, students were instructed on searching business databases for conducting strength, weakness, opportunities, and threats (SWOT) analysis as part of their end-of-semester group presentation. Exposure to CBA and business databases enables chemistry majors in CM4282 to understand energy resources in an interdisciplinary light and enables the application of classroom knowledge to real-life scenarios in energy resources.

Assessment of student learning within a degree program is an important but challenging endeavor. One goal of a programmatic assessment is to systematically collect evidence for chemistry majors' knowledge and understanding and to use the results to improve curriculum and instruction. Recently, the chemistry department at the United States Naval Academy developed a process to examine student learning in one particular thematic area of chemistry that was addressed in multiple courses throughout the entire curriculum, namely bonding. The assessment included the creation and implementation of an in-house-written, program-level assessment instrument administered to chemistry students at the end of the ACS-certified major. The exam, consisting of 13 free-response items, was collaboratively authored by a group of chemistry department faculty representing the 5 major subdisciplines recognized by the ACS Committee on Professional Training (analytical, biochemistry, inorganic, organic, and physical). Following administration of the instrument to 31 senior chemistry majors, analysis of student work revealed incomplete understanding and errors in process in several areas, including valence bond theory and ligand field theory. These results informed the design of further assessments conducted within the foundation-level lecture courses in the sophomore and junior years of the chemistry major and provided important information on possible areas of improvement within our curriculum.

A research-style laboratory experiment composed of the synthesis of MOF-74 materials, related structural characterization, and the cutting-edge application of electrocatalytic oxygen evolution reaction (OER) has been designed toward advanced undergraduates at East China University of Technology (ECUT). The desired monometallic MOF-74 (Ni-MOF-74 and Co-MOF-74) and bimetallic NiCo-MOF-74 were synthesized by students using cheap raw materials under mild reaction conditions. Students operated the modern instruments to perform powder X-ray diffraction (PXRD), Fourier transform infrared (FT-IR) spectroscopy, and thermogravimetric analysis (TGA) applied extensively in chemical research to explore whether the materials were successfully synthesized and the thermal stability under the guidance of the instructor. The electrocatalytic OER activity of bimetallic NiCo-MOF-74 was compared with monometallic Ni-MOF-74 and Co-MOF-74 to explore and understand the bimetallic synergy effect in MOFs materials. This experiment not only enabled students to master the solvothermal method for MOFs synthesis but also provided students the chance to operate several common chemical instruments and master their functions, realizing the application of theoretical knowledge to practice. Most importantly, this experiment helped students realize the importance of MOFs in the electrochemical energy fields and established a sense of teamwork by analyzing and discussing the bimetallic synergy effect in NiCo-MOF-74 for OER catalysis.

Chemistry is a subject which involves a number of abstract concepts, making it a difficult and frustrating learning process for many students. Educators and researchers believe that technology could provide an opportunity to address this problem. However, it is challenging to find a model for appropriately and successfully integrating technology into chemistry education. Therefore, in this study, a review was conducted on the technology-enhanced chemistry learning studies published in Social Science Citation Index (SSCI) journals from 2010 to 2019. This study searched the target articles from the Web of Science (WOS) database and excluded those studies that did not adopt a comparative research design. Finally, 60 studies were included in this research trend analysis. A coding scheme was developed for the types of technology, the types of learning tools, the roles of technology in chemistry learning, learning topics, learning environments, participants, research designs, and the learning outcomes the researchers evaluated. From the analysis results, it was found that (1) inorganic chemistry and physical chemistry courses were the main learning topics, while the formal classroom was most often referred to as the research setting. The most frequently discussed issue was students' learning achievement. (2) Regarding technology integration, offering students learning content through personal computers was the main activity mode. The technology was used for lower-level implementation, that is, providing supplementary materials for students. (3) Finally, using keyword analysis, it is possible to extract the recent concerns of the researchers, and from the results of the study, it is clear that the researchers are placing increasing emphasis on learners' experience and skill development in the learning process. Accordingly, this study highlights the features of the research trends and then provides suggestions for researchers in the technology-enhanced chemistry learning field.

The purpose of this study is to examine the effects of different ways to use visualizations on high school students' electrochemistry conceptual understanding and motivation towards chemistry learning. Expanding upon a model-based learning approach (Khan, 2007), we adopted a VGEM sequence (View, Generate, Evaluate, and Modify) to create three instructional conditions. All conditions involved the viewing, evaluating, and modifying phases, whereas there were variations in the generating phase: (1) finishing worksheets (V group), (2) generating drawings (VD group), and (3) generating animations (VA group). Three intact classes with 109 eleventh graders from a public high school were randomly assigned to the three groups. A test of conceptual understanding was used as the pretest, posttest, and delayed posttest to assess respectively initial understanding, changes, and retention of understanding up to 6 weeks later. A questionnaire to measure students' motivation to learn chemistry was administered before and after the instruction. Statistical results of the within-group comparisons revealed that all three instructional conditions could support students to develop a significantly better conceptual understanding of electrochemistry and that in the three groups, students' understanding was retained after 6 weeks. Regarding the overall motivation before and after the instruction, only the VA group showed motivational benefits for chemistry learning. Furthermore, the between-group comparisons indicated no significant differences between the means of the three groups in the posttest and delayed posttest, and suggested that the three groups developed and retained a similar level of conceptual understanding after the instruction. Similarly, different uses of visualizations made no difference to students' chemistry learning motivation. This study advances the understanding of how to develop effective instructional activities with visualizations for chemistry learning, and suggests possible conceptual and motivational benefits of viewing and generating visualizations.

Given the big gap between rural areas and cities and developed areas of China in basic education, it is of great significance to train a large number of excellent teachers for basic education in the vast rural areas so as to boost basic education there and achieve educational equity. Hanshan Normal University is a regional normal university located in Chaoshan, Guangdong, China. The Chemistry Education major aims to foster outstanding chemistry teachers for rural middle schools in Guangdong, especially for the Chaoshan region. The university is committed to forming a reasonable knowledge structure for Chemistry Education majors, improving their experimental skills and capabilities in experimental design and educational research while cultivating their emotion in taking root in rural areas as well. Practice has proven that this program for training outstanding chemistry teachers for rural middle schools is fruitful.

In this study, we reviewed 76 journal articles on employing drawing assessment as a research tool in science education. Findings from the systematic review suggest four justifications for using drawing as a type of research tool, including assessment via drawing as (a) an alternative method considering young participants' verbal or writing abilities, and affective or economic reasons, (b) a unique method that can reveal aspects not easily measured by other methods, (c) a major method that reflects characteristics of science subjects, and (d) a formative assessment to diagnose students' ideas to benefit their learning. Furthermore, five research trends of studies using drawing as assessment tools are identified, including: (a) students' conceptions of scientists from the Draw-a-Scientist-Test (DAST) and evolving studies, (b) students' understanding or mental models of science concepts, (c) participants' conceptions of science learning or teaching, (d) students' inquiry abilities and modelling skills via drawing, and (e) technology to support drawing. For each trend, we synthesised and commented on the current findings. A framework conceptualising phases and issues when designing research and instruments employing drawing assessments is proposed. The review provides insights into the design and future direction of research employing drawing assessments in science education.

The topic of chemistry safety was included at the margins of traditional chemistry education in China. In order to understand the concerns of the safety issues based on the new chemistry curriculum in the mainland China secondary school, this study analyzed old and new secondary chemistry curriculum standards via the Natural Language Processing & Information Platform (NLPIR). Results show that the frequency of chemistry-safety-related words increased in the new curriculum standards. Evidence that the safety content is enriched and enhanced can also be found in the new textbook. In addition, content analysis of lesson plans from Jiangsu teaching contests reveals that the chemistry teachers (CTs) pay more attention to the safety risk of experiments, but they generally ignore the consideration of risks from the perspective of the uncertainty of chemical reactions.

Biocompatible and biodegradable block copolymers composed of poly(ethylene glycol) (PEG) and aliphatic polyester are a class of promising biomaterials. Herein, a teaching experiment was designed to furnish undergraduates with a reliable method to synthesize an amphiphilic poly([epsilon]-caprolactone)-PEG-poly([epsilon]-caprolactone) (PCL-PEG-PCL) triblock copolymer via ring-opening polymerization of [epsilon]-caprolactone using PEG as the macroinitiator and diphenyl phosphate as the green organocatalyst; the concentrated solution of synthetic polymer in water was then demonstrated as an injectable thermogel with a sol-gel transition upon heating. Ten students serving as volunteers successfully synthesized PCL-PEG-PCL copolymer, and then analyzed their specimens using various techniques including proton-nuclear magnetic resonance spectroscopy, gel permeation chromatography, differential scanning calorimetry, and X-ray diffraction and learned the principles of instruments. Finally, students prepared an aqueous polymer solution, and observed its interesting spontaneous physical gelation upon heating via the tube-inverting approach and dynamic rheological analysis. The experimental features captured the students' attention and made them more enthusiastic participants. This newly designed teaching experiment afforded senior undergraduates an excellent opportunity to consolidate basic concepts and principles in books with practical experimental sessions in the field of polymer chemistry, analytical chemistry, and materials science.

A series of hands-on experiments including the synthesis and application of flexible, conductive silver-nanopaste were designed to gain knowledge of conductive soft nanomaterial and the synthesis and the application of silver nanopaste (Ag nanopaste). The aim of this laboratory experiment is to provide undergraduate/graduate students an introduction to flexible, conductive electronics by the preparation of silver-nanopaste-incorporated tracks. For Ag-nanopaste-based electronics, the packability of silver nanoparticles and the sintering process are two major factors that dominate the conductivity of the device. In this experiment, ethylene glycol and polyvinylpyrrolidone were utilized to synthesize Ag nanopaste from AgNO[subscript 3] via chemical reduction. The application of this flexible, conductive nanomaterial was demonstrated using Ag-nanopaste-incorporated tracks with a photonic sintering process. The process of photonic sintering is used in this experiment to reduce processing time. Prior to performing hands-on laboratory experiments, students learned about the properties, synthesis, and applications of flexible, conductive nanomaterials in class. A questionnaire was administered after the hands-on experiments to acquire student feedback on the course design. A simple quiz was also completed by the students before and after the hands-on experiments for evaluation.

The practice and research on online chemistry education have received great attention in the context of the COVID-19 pandemic worldwide. This paper describes the teaching practice of online learning based on three online courses for pre-service chemistry teachers. To adapt online teaching requirements, we reshaped the structure of the physical chemistry course, for example, adjusting the assessment approaches, and reinforcing long-distance instruction. Besides, we also shared the course of training chemistry teaching skills online publicly, and provided multiple learning approaches after class. Moreover, we introduced chemistry education research based on website data in an educational research methods course and shared ideas through the technology platform.

We present herein a module of pigment synthesis experiments that could be adapted and implemented in a variety of curricular settings. At the conclusion of each of the past two spring terms at our high school, we offered a 4 day short course on the chemical synthesis of pigments used in art. As part of the course, our students synthesized four pigments in the chemistry laboratory: Egyptian blue, madder lake (red), cobalt green, and cobalt yellow. These particular pigments were selected for several reasons: (1) they are historically significant in art and archaeology (their usage spans from antiquity into the 20th century), (2) they provide for a variety in the chemical reaction types explored and the chemical synthesis methods utilized, (3) they are relatively safe for students to handle, and (4) they afford a diverse color palette upon mixing. Our students then combined their pigments with gum arabic as a binder to make gouache watercolor paints and create a painting. In the second iteration of the short course, students also collected gravimetric data during their pigment synthesis reactions and were introduced to photoluminescence imaging of paints made from Egyptian blue and madder lake pigments synthesized the prior year. We also explored the quantitative colorimetry of the paints "via" fiber-optic reflectance spectroscopy. On the basis of positive student feedback from our short course and on our research into similar curricular offerings at the college and university level, we are actively working to expand and broaden the material into a new, year-long, interdisciplinary elective course for our upper-level high school students that describes the application of chemistry and materials science principles to enhance our understanding and appreciation of art and archaeology.

Classroom observation data using tools such as the Classroom Observation Protocol for Undergraduate STEM (COPUS) are frequently collected in instructional settings for large-scale research studies and program assessment. While COPUS data may be provided to instructors, it is often provided with little or no guidance on how the data can be used to inform teaching practice. This communication is designed to serve as a guide for chemistry instructors to understand the COPUS data from their course, facilitate engagement with the results, and provide strategies for making meaningful changes in response to the data.

Introducing chemical equilibrium concepts in undergraduate general chemistry promotes improved understanding of chemical reactions. We have developed an engaging laboratory experiment exploring the equilibrium of cobalt complexation in alcohols using UV-vis spectroscopy and successfully implemented in a large general chemistry class of 378 students at Brown University. The octahedral to tetrahedral (pink to blue) cobalt complex transition generates vivid visualizations, increasing students' interest in learning. The equilibrium constants can be measured using UV-vis absorption spectroscopy and the Beer-Lambert law. Vast differences in molar absorptivity coefficients between octahedral and tetrahedral geometries of cobalt complexes prompt discussions on absorptivity, orbital splitting, and color change under the purview of learning Le Châtelier's principle. Additionally, the experimental results regarding the equilibrium constant allowed students to examine possible mechanistic pathways. Student responses to conducting the experiment were positive, most notably because this experiment encouraged them to analyze their experimental results critically and propose possible reaction mechanisms and equilibrium expressions while appreciating the sharp color transition that the complexation equilibrium undergoes.

A laboratory class was developed and evaluated to illustrate the synthesis of metal nanoclusters (NCs) and to explain their photoluminescence properties for the case of silver. The described experiment employs a synthetic protocol that consists of two sequential phases in a single reaction pot: the reduction of silver ions into plasmonic silver nanoparticles (NPs) (bottom-up), followed by etching the formed silver NPs into ultrasmall atomically precise fluorescent silver NCs (top-down), Ag[subscript 29] (DHLA)[subscript 12] (DHLA: dihydrolipoic acid). UV-vis absorption and fluorescence spectroscopy were employed as a function of reaction time to confirm the development of the plasmonic character of silver NPs (reaction intermediate) and, later on, the onset of fluorescence emission of the silver NCs (final product). Collectively, this experiment was found to be simple to carry out, safe, reproducible, and cost-effective, and it achieved the intended learning outcomes. Participating students found this laboratory class suitable to be implemented into an upper-division undergraduate or graduate curriculum.

On the basis of the results of two prior studies at the US Naval Academy (USNA), which described the choice of study resources and the self-reported learning approaches of students of differing achievement levels, the current investigation examines how students of differing achievement levels in general chemistry actually solve multiple-choice questions. A think-aloud protocol was selected as the vehicle for this investigation. This research utilized and compared the correlation of both a holistic qualitative and a quasi-quantitative approach to analyzing the interviews. The holistic qualitative approach identified student behaviors in four broad categories: problem-solving, conceptual understanding, test-taking strategies, and use of scientific language. The quasi-quantitative analysis allowed us to focus on more specific behavioral trends within these categories providing a more detailed picture of what middle-achieving students do when solving algorithmic and conceptual problems. Middle-achieving students demonstrated more variability when solving conceptual questions as compared to algorithmic questions, applying a mixture of behaviors that were characteristic of higher-achieving and lower-achieving students. Implications for teaching based on this research include the need to help middle-achieving students become aware of the difference between their approaches to solving algorithmic versus conceptual questions, emphasizing what they do correctly and how they can improve their problem solving.

Systems thinking has been an educational priority for more than a decade, yet its related assessment and teaching strategies have been understudied in the chemistry education research community. Through the lens of systems thinking, this study explores how undergraduate students connect and translate their conceptual representations when they are involved in contextualised problem-solving. The 'Contextualised Problem Solving' (CPS) assessment instrument contains four open-ended questions about gas law. Three different cohorts of students registered in a physical science course (2016 Fall, 2017 Spring, 2017 Fall semesters) participated in the problem-solving component of CPS. The results showed that only 8% of students were capable of higher order systems thinking ability when they engaged in problem solving. Over half of the students failed to retrieve essential concepts in problem situations. Most of the participants demonstrated difficulties in organising related systems' components, understanding the cyclic nature of relationships among systems, and identifying limitations in a specific problem context. By identifying the difficulties and challenges of systems thinking experienced by undergraduate students in solving complex chemistry problems, these findings have the potential to provide fresh insights into effective teaching strategies to promote students' higher order thinking skills.

We described a simple method for detection of Fe on a thread-based analytical device. Fe reacts with 1,10-phenanthroline to form a colored band on a cotton thread; the length was measured to quantify the contents of Fe using a ruler. This method has the advantages of easy operation, low cost, easy fabrication, and reduced sample/reagent consumption. Furthermore, this method is free of any electronic equipment such as camera and digital scanner. These features make this method suitable as a laboratory experiment in universities and colleges. This laboratory experiment is designed as one of selected experiments of the Comprehensive Chemistry Experiment course for the students majoring in chemistry, for the sixth and seventh semester. The students enjoyed fabricating the thread-based analytical device and used it to detect the contents in unknown samples. This laboratory experiment could be completed within 3 h.

A new laboratory experiment investigating the ternary phase equilibrium of water-propan-2-ol-sodium chloride with one-, two-, and three-phase regions has been developed. Observations of the type and number of phases of a series of mixtures of the three components were made, and the results are then used in a systematic way to more finely choose the next set of compositions to use. No specialized equipment is required.

An improved apparatus for measuring freezing points has been developed. Compared to the traditional Beckmann freezing point instrument, the improved one overcame prior difficulties with solidification of liquid and made the solid-liquid equilibrium reversible with heat compensation from a heating tube. The reliability and accuracy were carefully examined by determining the freezing point of the solvent and solution, as well as calculating the molar mass of the solute. It was found that the molar mass was in good agreement with the literature data. Thus, this improved device can effectively and successfully be used in undergraduate physical chemistry laboratory courses.

This study examined similarities and differences in study approaches reported by general chemistry students performing at different achievement levels. The study population consisted of freshmen enrolled in a required year-long general chemistry course at the U.S. Naval Academy. Students in the first and second semesters of the course were surveyed using a modified version of the published Approaches and Study Skills Inventory for Students (ASSIST) referred to as the M-ASSIST (Modified Approaches and Study Skills Inventory). Responses to items associated with using deep or surface approaches to studying were examined for students of three achievement levels (A/B, C, and D/F course grades) using both ANOVA and Structured Means Modeling to look for differences in study approaches between achievement levels. Results show that, with only 12 items, the M-ASSIST can be used to measure differences in reported use of deep and surface approaches by students in different achievement groups; that Structured Means Modeling can uncover significant differences that are not apparent with an ANOVA analysis of the same data; and that A/B and D/F students can be classified as reporting using either using primarily deep (A/B students) or primarily surface (D/F) study approaches. C students reported study approaches characteristic of both the A/B and D/F groups, leading to the interpretation that C students may be in an intermediate and possibly transitional state between the higher- and lower-grade groups. These results suggest a new understanding of C students as those who may not fully implement deep approaches to studying but, in general, demonstrate less reliance on surface approaches than lower-achieving students.

Students with an insufficient amount of time to study are becoming more prevalent in the general college population as many who enroll in college have competing responsibilities (full-time jobs, childcare, etc.). Such students are likely to choose study resources that they consider to be both effective and efficient. Students at the U.S. Naval Academy (USNA) are constrained in their study time because of their required course load and competing institutional daily requirements. The purpose of this study was to survey which resources students at USNA choose for studying and to look at the difference in choice in relation to different types of assessments and different student achievement levels in chemistry. Students (n = 1,015) were surveyed four times during the Fall 2013 semester after both instructor-written assessments and departmental multiple-choice common exams. In these surveys, students reported the main study resource they used to prepare for each assessment. A subset of students (n = 57) was interviewed soon after completing the third survey to better understand how the students used the resources they reported choosing. The results show a difference in study resources chosen depending on the type of assessment (instructor-written or common exam) and final course achievement level of the student. Application of these results to a broader audience of students who also have multiple time commitments may help chemical educators better format both the availability and content of chemistry study resources to help students of different achievement levels succeed in general chemistry.