Chemistry Course Research Articles

The Development of Mathematics for Chemistry Textbook Based on Flipbook as an Alternative Learning Resources

Mathematics for Chemistry course is a basic course that teaches the concept of algorithms in chemistry. Students had difficulties in learning Mathematics for Chemistry because they could not understand the reference books used. So, students need math reference books that directly refer to applications in chemistry concepts. This development research aimed to produce a textbook based on flip books that can be used as alternative learning resources in Mathematics for Chemistry courses. The development model used was the 4D Thiagarajan model with four stages: define, design, develop, and disseminate. However, in this study, the development stage was only limited to the develop stage. To collect data, we used questionnaires with experts and students as respondents. The results of Mathematics for Chemistry textbooks based on flipbook development included flipbook-based textbooks packaged in EXE. The content/material validity level was 90% (very valid), the media validity (design) level was 91.25%, the practicality level was 88% (very high), and the readability level was 89% (very high). It can be concluded that this book is suitable for use as a reference in Mathematics for Chemistry courses. For further research, it is necessary to analyze the effect of this book on improving student achievement.
 Keywords: mathematics, chemistry, flipbook

Development of Electronic Worksheet Based on Problem-Based Learning in a Course on Acid-Bases to Develop Students' Problem-Solving Ability

This study aimed to analyze the characteristics and feasibility of electronic worksheets based on problem-based learning in the course on acid-base to develop student problem-solving abilities. This was a Research and Development (R & D) using a 4D modified model by Thiagarajan. The 4Ds were Define, Design, Develop, and Disseminate. Product validation was performed by experts. The product practicality test was performed by a reviewer and peer reviewer. Students performed the readability test. Instruments of data collection were product feasibility validation sheets, practicality test assessment sheets, and readability tests. Data analysis techniques were used to calculate the average score, which was categorized according to ideal assessment criteria. The results of the development research showed that an electronic worksheet based on problem-based learning was developed in the form of a website consisting of four learning activities with problem-based learning syntax adapted to the course on acid-base and an electronic worksheet based on problem-based learning in the course on acid-base was very feasible to be used. Based on validation from expert judgments, practicality test assessments from reviewers and peer reviewers, and readability tests by students, including the very good category, meaning that the electronic worksheet is very feasible for learning activities. Therefore, electronic worksheets based on problem-based learning were suitable for chemistry courses on acid-bases to develop problem-solving abilities.
 Keywords: electronic worksheets, problem-based learning, acid-base, problem-solving

Content Analysis of Chemistry Textbooks in the Chapter on Thermochemistry

This study aimed to analyze the aspects of the general chemistry textbook in the chapter on thermochemistry. We reviewed three general chemistry textbooks commonly used in basic chemistry courses. This study used a qualitative approach by content analysis. The focus of this study was the thermochemistry chapter because this topic was considered to be difficult by students. Data analysis was carried out descriptively by combining similar data within the chemical literacy framework. The analysis results indicated that the three textbooks fulfilled most of the chemical content knowledge indicators, except for chemistry as an experimental discipline. The textbooks provided insights that chemistry can be used to explain phenomena in everyday life, to make decisions and participate in social debates on chemistry-related issues, and to understand the relationship between innovations in chemistry and sociological processes. The textbooks also presented knowledge that can encourage the enhancement of high-order learning skills, particularly in the review problems section.
 Keywords: chemistry, textbook, thermochemistry

Validity and Reliability Analysis of HOTS Multiple Choice Questions in a Chemistry Course at a Senior High School

This study examined the validity and reliability of a newly developed multiple-choice evaluation system that measured students’ higher-order thinking skills (HOTS). The instrument test consisted of 45 multiple-choice items and was developed based on the cognitive domain of Bloom’s Taxonomy. A quantitative method was used. It consisted of three phases: Content Validity by inter-rater agreement, Construct Validity by principal component analysis (PCA), and Reliability shown by Chronbach’s alpha. The content validity by inter-rater agreement found that the instrument was categorized as valid. The construct validity by PCA found that each item in the evaluation instrument measured one-dimensionality, which is good to be used as an evaluation instrument test. The reliability was established to be a high degree with Chronbach’s Alpha being 0.94. From the result of this study, a valid and reliable HOTS multiple-choice item evaluation instrument has been produced and is ready to be tested in a small sample to examine its empirical quality.
 Keywords: validity, reliability, multiple-choice, evaluation system

An Artificial Intelligence–Supported Medicinal Chemistry Project: An Example for Incorporating Artificial Intelligence Within the Pharmacy Curriculum

ObjectiveThis study aims to integrate and use AI to teach core concepts in a medicinal chemistry course and to increase the familiarity of pharmacy students with AI in pharmacy practice and drug development. Artificial intelligence (AI) is a multidisciplinary science that aims to build software tools that mimic human intelligence. AI is revolutionizing pharmaceutical research and patient care. Hence, it is important to include AI in pharmacy education to prepare a competent workforce of pharmacists with skills in this area. MethodsAI principles were introduced in a required medicinal chemistry course for first-year pharmacy students. An AI software, KNIME, was used to examine structure-activity relationships for 5 drugs. Students completed a data sheet that required comprehension of molecular structures and drug-protein interactions. These data were then used to make predictions for molecules with novel substituents using AI. The familiarity of students with AI was surveyed before and after this activity. ResultsThere was an increase in the number of students indicating familiarity with use of AI in pharmacy (before vs after: 25.3% vs 74.5%). The introduction of AI stimulated interest in the course content (> 60% of students indicated increased interest in medicinal chemistry) without compromising the learning outcomes. Almost 70% of students agreed that more AI should be taught in the PharmD curriculum. ConclusionThis is a successful and transferable example of integrating AI in pharmacy education without changing the main learning objectives of a course. This approach is likely to stimulate student interest in AI applications in pharmacy.

Teaching Experimental Instrumental Analytical Chemistry Are we forming professionals, training operators or illuding students (and ourselves)?

Teaching Experimental Instrumental Analytical Chemistry Are we forming professionals, training operators or illuding students (and ourselves)?

Formation of Professional Training of Future Chemistry Teachers in the Discipline 'Analytical Chemistry'

Today, the results of training in universities that train chemistry teachers are determined on the basis of the first level of Dublin descriptors for undergraduate studies and are reflected through specific competencies. Therefore, the results of training are formed at all levels of the educational program (EP) that trains chemistry teachers, that is, at the level of a separate discipline, module. High-quality organization of the content of basic disciplines is of particular importance for future chemistry specialists to achieve special competencies. In this regard, the presented article focuses on the methodological aspects of teaching chemical disciplines that contribute to the formation of a broad worldview, a high culture of thinking, an educated person in the training of chemistry specialists at the International Kazakh-Turkish university named after Khoja Ahmed Yasawi. The purpose of our research work is a comprehensive analysis of the components of the professional competencies of the Analytical Chemistry course and preparing for future professional activity by creating a methodology that forms the general and professional competencies of the future chemistry teacher. Therefore, as the object of research work, the course “Analytical Chemistry” is taken as a basis. Features, meaningful and effective opportunities for general and professional competencies are provided, which are analyzed for its content, the place and significance of the subject in the chemical education system is determined, and is also formed when teaching other chemical disciplines. The course of the study of the problem of organizing the education system with a focus on the principles of competence was organized in the field of control, data collection, analysis of statistical data, their generalization, oral and written requests. From the results obtained, it follows that in the formation of fundamental chemical-analytical knowledge and professional motivational and value relationships among students, the presence of various tasks focused on effective teaching methods and competencies is of great importance.

Chemistry teachers’ utilization of three different constructivist-based teaching strategies in senior secondary schools in Dekina local government area of Kogi state

The study investigated chemistry teachers’ utilization of three different constructivist-based teaching strategies in senior secondary schools in the Dekina local government area of Kogi state. The study adopted a descriptive survey research design. Three research questions and two hypotheses guided the study. The population of the study comprised 33 chemistry teachers in all the public secondary schools in the Dekina local government area. Purposive sampling was used for the study. The instrument for data collection was an observational rating scale on chemistry teachers’ utilization of constructivist-based teaching strategies developed by the researcher. The reliability of the instrument was obtained. Cronbach alpha reliability estimate was used to determine the internal consistency of the instrument which gave a reliability index of 0.71. Kendell’s coefficient of concordance was used to determine the inter-raters’ reliability, which was obtained as 0.75. Data collected were analyzed using mean and standard deviation to answer the research questions, while the z-test was used in testing the hypothesis formulated at 0.05 level of significance. The findings of the study revealed the following: it was revealed that chemistry teachers’ qualifications and experience influence the utilization of constructivist-based teaching strategies. Based on the findings and conclusions, it was recommended among others that the government and Ministry of Education should employ qualified and experienced teachers to handle chemistry courses in senior secondary schools.

Misconceptions of Intermolecular Forces in General Chemistry Courses

The misconception is the most topic in chemistry learning that is important to analyze. There are many advantages for lecturers and students to know about misconceptions. This research aims to describe misconceptions in general chemistry courses, especially intermolecular forces (IMFs) topic. The two-tier multiple-choice tests have played an important role in helping researchers determine students’ level of understanding and in identifying specific misconceptions. The project used a convenience sample of 88 students (76 female and 12 male) chemistry education program that studied IMFs as participants. Misconception knew from the test’s second tier, which is the student’s reason for the answer. Surprisingly, 29 misconceptions were acquired from the test about IMFs concepts. This needs to be a special concern for lecturers of basic chemistry courses in order to evaluate the learning process that has been carried out. Students misconceptions in basic chemistry courses will have an impact on organic chemistry courses because the concept of intermolecular forces will be studied in depth in organic chemistry courses. The success of students in organic chemistry courses is highly dependent on the initial knowledge of students, especially in basic chemistry courses

Integrating Science and Islam : Development of Teaching Materials for Environmental Chemistry Courses

AbstractThe teaching materials on chemistry integrated into Islam are not yet available at the university level. Teaching materials can be used in learning activities. This study aims to develop integrated Islamic chemistry teaching materials for environmental chemistry courses. This research uses the Four Steps Material Teaching Development method (4STMD). 4STMD consists of four stages, namely the selection stage, structuring stage, characterisation stage, and reduction stage. At the stage of selection and structuring, the results of integration between environmental chemistry subjects and the Qur’an, Hadith, Fiqih, and Aqeedah Morals are obtained. At the characterisation stage, the concepts tested have easy characteristics, with an overall score of 86.9%. Based on the characterisation test results, the reduction phase in this research was not carried out because all concepts have easy characteristics. The completed teaching materials are then tested for feasibility by experts based on material aspects, presentation, language, and graphics. Based on the results of the feasibility test of the teaching materials, the average score is 95%. This shows that the teaching materials are considered worthy with a ‘very good’ predicate.AbstrakBahan ajar kimia terintegrasi keislaman belum tersedia di tingkat Universitas. Bahan ajar dapat digunakan dalam kegiatan pembelajaran. Penelitian ini bertujuan untuk mengembangkan bahan ajar kimia terintegrasi keislaman pada Mata Kuliah Kimia Lingkungan. Penelitian ini menggunakan metode Four Steps Teaching Material Development (4STMD). 4STMD terdiri dari empat tahapan, yaitu tahap seleksi, tahap strukturisasi, tahap karakterisasi, dan tahap reduksi. Pada tahap seleksi dan strukturisasi, didapatkan hasil integrasi antara mata kuliah kimia lingkungan dengan Al Qur’an, Hadits, Fikih, dan Akidah Akhlak. Pada tahap karakterisasi, keseluruhan konsep yang diujikan memiliki karakteristik mudah, dengan nilai keseluruhan rata-rata sebesar 86,9%. Berdasarkan hasil uji karakterisasi, tahap reduksi pada penelitian ini tidak dilakukan karena seluruh konsep memiliki karakteristik mudah. Bahan ajar yang telah selesai disusun selanjutnya di uji kelayakannya oleh ahli berdasarkan aspek materi, penyajian, bahasa, dan grafika. Berdasarkan hasil uji kelayakan bahan ajar, didapatkan nilai rata-rata sebesar 95%. Hal ini menunjukkan bahwa bahan ajar dinyatakan layak dengan predikat sangat baik.How to Cite: Muslim, B., Nahadi, Anwar, S., Munawaroh, H.S.H., & Nuraeni, N.S (2023). Integrating Science and Islam : Development of Teaching Materials for Environmental Chemistry Courses. TARBIYA: Journal of Education in Muslim Society, 10(2), 207-218. doi:10.15408/tjems.v10i2.32210.

The Importance of Teaching Metrology for Chemistry Undergraduate Courses

The Chemistry undergraduate courses, in general, aim to train professionals for research, teaching and activities in industry. In all these areas, the statistical treatment of data supported by metrology disciplines has been a decisive boost to consolidate conclusions in Analytical Chemistry. The main objective of this work was to stimulate the teaching of the metrology in the chemistry undergraduate courses in Brazil and Portugal. In this work we present some concepts and practical cases of metrology and statistics, which together guarantee the suitability of analytical measurement results for specific purposes. Knowledge of these concepts is essential for the chemist to act effectively and responsibly, avoiding some pitfalls when processing data in Analytical Chemistry. A supplementary material with Excel spreadsheets is available, containing the statistical treatment of some examples and complementing the discussions in this work. A survey is presented among the most important universities in Brazil and Portugal, from which we can see the lack of teaching these subjects in undergraduate chemistry courses. For this reason, this work recommends a syllabus for creating chemical metrology disciplines in undergraduate chemistry courses. To subsidize this syllabus, an extensive, but not exhaustive, bibliography is indicated.

Leveraging undergraduate learning assistants when implementing new laboratory curricula

At University of California, Irvine, a large-enrollment research university, undergraduate chemistry courses for non-chemistry majors were delivered remotely during the 2020–2021 academic year, with a return to in-person instruction planned for January 2022. Because this return to in-person instruction coincided with the transition of second-year students from general chemistry to organic chemistry laboratory courses, the instructional staff recognized a need for remedial laboratory curricula for students with no prior in-person laboratory experience. Simultaneously, we desired to implement undergraduate Learning Assistants (LAs) in non-chemistry major organic chemistry laboratories for the first time at our university. In this paper, we describe our approach for leveraging undergraduate LAs to (1) test new laboratory curricula and (2) address feelings of comfort and safety for students with no prior in-person laboratory experience. Benefits of our LA program perceived by students include increased laboratory efficiency and improved student learning from near-peer instructors; benefits perceived by LAs include the development of professional skills and teamwork with graduate student teaching assistants. We provide an outline of resources and strategies to enable instructors to simultaneously implement undergraduate LAs and new laboratory curricula.

Influence of the use of 3D printing technology for teaching chemistry in STEM disciplines

AbstractTeachers can create engaging learning environments in engineering courses through pedagogical innovation using Information and Communication Technologies (ICT). Introductory chemistry courses in Science, Technology, Engineering and Mathematics (STEM) disciplines typically include the study of molecular models and periodic properties, which are inherently visual concepts. Unfortunately, these concepts are often taught using two‐dimensional drawings, although three‐dimensional (3D) printing offers an engaging approach to learning chemistry in these disciplines. Undergraduate engineering students are provided with modelling software and a 3D printer, allowing them to construct 3D models of basic Valence Shell Electron Pair Repulsion theory shapes using polylactic acid. The results of this research showed that the average score of the students in the control group was lower than that of the students in the 3D technology group. This research has found that the learning curve for modelling and the time required for printing are high, limiting the practical application of this exercise in student laboratory classes. However, in an appropriate environment, 3D printing technology has the potential to be a valuable tool for teaching and learning molecular models and periodic properties of chemistry courses in STEM disciplines.

Merchants of Certainty: Reconsidering Scientific Credibility and Prestige

At the California State Polytechnic University in San Luis Obispo, where I teach, the subjects traditionally defined as “science”—physics, chemistry, biology—make their institutional home in the College of Science and Mathematics. The history department, on the other hand, is housed in the College of Liberal Arts, alongside philosophy, English, psychology, and the umbrella “social sciences” of sociology, anthropology, and religious studies, to name a few. Why, one might ask, have these fields been organized this way? What exactly distinguishes science from the liberal arts? Meanwhile, within the College of Science and Mathematics, highly credentialed professors offer courses in astronomy and chemistry, but not astrology and alchemy. Why not? My students might respond that the answers are obvious: alchemy is not real science, of course, and whereas science is objective and empirical, the liberal arts are subjective and interpretive. But where did these distinctions originate? Who determines and maintains them? What, if anything, can the history of these categories tell us about the waxing and waning of scientific authority in the twentieth century?

The Role of the Periodic Table of the Elements of Green and Sustainable Chemistry in a High School Educational Context

The Periodic Table of the Elements of Green and Sustainable Chemistry (PT-GSC) represents a potentially meaningful tool for teaching and learning Green Chemistry. However, there is a lack of studies exploring the application of the PT-GSC in educational contexts. To contribute to filling this gap, a qualitative and participant approach was developed to examine the effects of using the PT-GSC in a high school setting, with a focus on analyzing the associated challenges and opportunities. Over a five-week period, 23 high school students enrolled in a chemistry course at a public school in Brazil worked in small groups to develop solutions for a case study addressing socio-scientific issues related to water scarcity in the local region using elements from the PT-GSC. Results from both the pre- and post-questionnaires, along with the written case study resolutions, provide evidence of the students’ knowledge gains, particularly in critical scientific literacy for Green and Sustainable Chemistry Education. The findings showed that the PT-GSC is an interdisciplinary tool for introducing students to Green Chemistry concepts within the broader societal and scientific ecosystem. The implementation of novel case studies incorporating elements from the PT-GSC is a way to support our ongoing work with students and the public, contributing to a sustainable future.

A National Snapshot of Introductory Chemistry Instructors and Their Instructional Practices.

The effectiveness of active learning on promoting students' academic outcomes and persistence has been established in the literature. However, despite the effort of purposeful change agents, the uptake of active learning in science, technology, engineering, and mathematics (STEM) is slow. While previous research from the chemistry education community has provided insights into the implementation of specific active learning strategies across the United States, the extent to which chemistry instructors leverage these strategies in general remains unknown. This article presents the results of a national survey aimed at exploring introductory chemistry instructors' knowledge and implementation of active learning, variations on this knowledge, and use across tenure statuses and institution types. This paper also aims to address the gap in the literature in our understanding of the characteristics of instructors of these courses. We thus provide a description of instructors' demographics, training, teaching experience, and teaching responsibilities. Our findings reveal that instructors in these courses are prominently males of European descent. Additionally, instructors come into their teaching position with minimal pedagogical training and participate mainly in short training once in their position. While the majority of instructors have knowledge of specific active learning strategies, their consistent implementation remains limited, with lecturing still being the instructional practice of choice. Variations were found between institution types and across tenure statuses within institutions in terms of pedagogical training, use of specific active learning strategies, and proportion of class time spent lecturing. The findings provide a baseline for future studies that aim to assess the effectiveness of interventions fostering the implementation of active learning in introductory chemistry courses and highlight the critical need for improved communication about teaching practices across institutions and tenure statuses.

The Impact of Emotions on Students’ Learning in a General, Organic, and Biological Chemistry Course

The Impact of Emotions on Students’ Learning in a General, Organic, and Biological Chemistry Course

Antibiotic Coordination Frameworks against Antibiotic Resistance: How to Involve Students through Experimental Practices in the Search for Solutions to Public Health Problems.

For decades, multiple varieties of antibiotics have been successfully used for therapeutic purposes. Nevertheless, antibiotic resistance is currently one of the major threats to global health. This work presents an innovative laboratory practice carried out in an inorganic medicinal chemistry course within the Degrees of Pharmacy and Biochemistry for undergraduate students. This experiment includes three classes of 2 h each. The first class consisted of the mechanochemical synthesis of an antibiotic coordination framework (ACF) using a known antibiotic (nalidixic acid) and zinc as the ligand. The prepared Zn-nalidixic acid ACF (Zn-ACF) was obtained in up to 82% yield with high purity. On the second day, the synthesized Zn-ACF was characterized by Fourier-transform infrared spectroscopy (FTIR) and powder X-ray diffraction (PXRD). Finally, during the last class, the antimicrobial activity was tested against Escherichia coli by the well diffusion method. The students verified the higher antimicrobial activity of Zn-ACF compared to nalidixic acid, proving that small changes in the chemical structure can result in great biological differences. In the end, the students presented their results in a poster format, encouraging the development of their soft skills and scientific results communication and dissemination. In the future, it is expected that such a laboratory experiment at the interface between medicinal chemistry, microbiology, analytical techniques, public health, and pharmacology will lead to the development and implementation of some service-learning practices and will serve as a model to look at for other courses and institutions.

Empowering ChatGPT with guidance mechanism in blended learning: effect of self-regulated learning, higher-order thinking skills, and knowledge construction

In the evolving landscape of higher education, challenges such as the COVID-19 pandemic have underscored the necessity for innovative teaching methodologies. These challenges have catalyzed the integration of technology into education, particularly in blended learning environments, to bolster self-regulated learning (SRL) and higher-order thinking skills (HOTS). However, increased autonomy in blended learning can lead to learning disruptions if issues are not promptly addressed. In this context, OpenAI's ChatGPT, known for its extensive knowledge base and immediate feedback capability, emerges as a significant educational resource. Nonetheless, there are concerns that students might become excessively dependent on such tools, potentially hindering their development of HOTS. To address these concerns, this study introduces the Guidance-based ChatGPT-assisted Learning Aid (GCLA). This approach modifies the use of ChatGPT in educational settings by encouraging students to attempt problem-solving independently before seeking ChatGPT assistance. When engaged, the GCLA provides guidance through hints rather than direct answers, fostering an environment conducive to the development of SRL and HOTS. A randomized controlled trial (RCT) was employed to examine the impact of the GCLA compared to traditional ChatGPT use in a foundational chemistry course within a blended learning setting. This study involved 61 undergraduate students from a university in Taiwan. The findings reveal that the GCLA enhances SRL, HOTS, and knowledge construction compared to traditional ChatGPT use. These results directly align with the research objective to improve learning outcomes through providing guidance rather than answers by ChatGPT. In conclusion, the introduction of the GCLA has not only facilitated more effective learning experiences in blended learning environments but also ensured that students engage more actively in their educational journey. The implications of this study highlight the potential of ChatGPT-based tools in enhancing the quality of higher education, particularly in fostering essential skills such as self-regulation and HOTS. Furthermore, this research offers insights regarding the more effective use of ChatGPT in education.

Application of the criteria-based assessment system to the tasks of developing the functional literacy of students in teaching chemistry

Relevance. Every day, the number of innovations and discoveries is increasing exponentially. At the same time, the current education system is not fully adapted to the realities of the requirements for candidates in the labor market, which is why higher education institutions are not able to produce highly qualified specialists. This paper highlights the shortcomings of the approach to the study of inorganic chemistry by students of higher educational institutions, the main of which are the lack of skills to make decisions, as well as to work with massive amounts of information. Purpose. The purpose of this paper is to modernize the educational process and the knowledge assessment system for students who study inorganic chemistry. Ways to modernize the current knowledge monitoring system were implemented by creating test tasks with a gradual increase in complexity, the so-called �three-dimensional model� of learning. Methodology. As subjects for studying the practical application of this approach, 24 students were selected, 12 people each in the experimental and control groups. The experiment took place as part of the study of the course of inorganic chemistry, which comprised 10 topics. Results. Progress in this discipline was higher among students whose training took place according to the three-dimensional system. At the same time, a holistic concept of knowledge assessment was selected, which maximally excluded any bias on the part of the assessor. Conclusions. Such reforms will help the state to train more specialists who will be able to compete with experts from all over the world, in particular engineers and technologists. All this testifies not only to the expediency of using a combination of these methods for teaching students of the Republic of Kazakhstan, but also to the need for further reform of outdated educational programs not only at the level of one higher educational institution, but also on a global scale. Keywords: teaching methodology; effective learning; three-dimensional model; structuring of the educational process; criteria-based assessment; self-organization