Chemistry Curriculum Research Articles

Responses of teachers in Scotland to the reintroduction of the practical project in the advanced higher chemistry curriculum

Abstract Many pupils who study chemistry in Scotland and intend to progress to university undertake a final capstone practical research project as part of their Advanced Higher chemistry qualification. This project work was suspended for several years due to COVID-19, then reintroduced in 2023/24. We surveyed 47 Scottish teachers during this first project year using a mixed-methods survey, and found that resource availability had the biggest impact on projects, with over half of respondents reporting that they asked pupils to buy materials and a third committing their own money. Technician support was seen as critical to success, but project selection was heavily curtailed by the availability of existing equipment or chemicals, even as teachers made good use of available professional development and other forms of support. We finally make recommendations around the resourcing of project work and teacher/technician CPD provision.

Tutorial on Umbrella Sampling Simulation with a Combined QM/MM Potential: The Potential of Mean Force for an SN2 Reaction in Water.

We present a tutorial to carry out umbrella-sampling free-energy simulations with a combined quantum mechanical and molecular mechanical (QM/MM) potential, which may also be used in a computational or biophysical chemistry curriculum for first-year graduate and undergraduate students. In this article, we choose the Type II SN2 Menshutkin reaction between ammonia and chloromethane to construct the potential of mean force (PMF) for the reaction in aqueous solution. In this exercise, we wish to accomplish three tasks: (1) an understanding of the concept of PMF and the umbrella-sampling free-energy simulation method, (2) the use of a combined QM/MM potential in molecular dynamics simulation of chemical reactions, and (3) an understanding of solvent effects and intermolecular interactions on chemical reactions through comparison with gas-phase results. Analysis of the simulation results allows students to appreciate the difference between the transition state along a PMF from statistical simulations versus the optimized saddle point in the gas phase, the shift of transition state with respect to solvation, and the significance of electronic polarization. Through this tutorial, students will gain the necessary skills to carry out free energy simulations of chemical reactions in solution and in enzymes both in a classroom and in the laboratory.

Application of Augmented Reality in Chemistry Education: A Systemic Review Based on Bibliometric Analysis from 2002 to 2023

This extensive bibliometric analysis examines Augmented Reality (AR) adoption and its effects on chemistry education from 2002 to 2023. AR's interaction, three-dimensional visualizations of molecular structures and reactions prove as a promising method for chemical concepts that are ever-increasingly sophisticated and for educational methods that tend to be less on repetition and more engagement. AR, by supplementing digital elements into the real world, enhances the visualization of more abstract chemical principles. VOSviewer and Biblioshiny were implemented for the visualization and analysis of Scopus database scholarly articles, conference proceedings, and educational case studies. Using this approach, relevant trends, themes, and the development of AR applications in chemistry education have been revealed. It is, therefore, obvious that the integration of AR in chemistry curricula has increased by far since the comprehension and student engagement in chemistry improved. AR applications improved spatial reasoning, which helps students understand molecular geometries and chemical reactions. This analysis shows that AR can be used for augmented textbooks and immersive lab simulations, demonstrating its educational flexibility. AR is a major step toward interactive and effective chemistry literacy. The study highlights AR in chemistry education and addresses emerging issues that will advance this dynamic field.

Research and Practice on the Construction of General Chemistry Curriculum in Applied Universities under the Background of "New Agricultural Sciences"

This paper, guided by the OBE (Outcomes-Based Education) philosophy of "New Agricultural Sciences," oriented by talent cultivation goals, and based on the construction of general chemistry courses in applied universities, elaborates on the construction ideas of general chemistry courses in applied universities. It discusses the diversified construction of general chemistry courses from aspects such as teaching syllabus, teaching model, and assessment methods. Data on students' overall achievement and course goal achievement under different teaching models are analyzed. The results show that the construction of general chemistry courses under the background of "New Agricultural Sciences" has achieved good practical effects.

Implementing an Environmental Contaminants Deliberation Module in General Chemistry.

Placing chemistry in the context of complex societal issues is one way to help students see the application of fundamental ideas in the general chemistry curriculum. Here, we describe the impact of an in-class deliberation on environmental contaminants, which encourages students to consider different perspectives when addressing the issue of water and soil quality in communities. Student surveys were used to analyze the quality of the deliberation and several key factors regarding student attitudes before and after the activity. Students report a high-quality experience during the deliberation, wherein new ideas were introduced and they carefully considered different views on the issue at hand. Not only do students gain scientific knowledge about lead contamination, they also demonstrate statistically significant gains in their attitudes toward chemistry and their motivation to take action. As a complement to traditional teaching methods, this deliberation module can address key learning outcomes in systems thinking and the impact chemistry has on society.

Impact of a Digital Growth Mindset on Enhancing the Motivation and Performance of Chemistry Students: A Non-Cognitive Approach

The current study investigates the effects of a digital growth mindset on the motivation and success of chemistry students. The approach involves the use of technological tools that encourage students to face challenges and keep trying even when things become difficult. Students can achieve milestones by following this fruitful methodology. This study utilized a mixed-method design of an ordered–explanatory type, as identified in one of the categories of mixed-method approaches. The quantitative aspects of the research project were conducted using a matching-only pre-test–post-test control-group design. This was conducted because the study was carried out on secondary school students in Lahore, Pakistan, and the population included students up to the tenth grade. Only the experimental group participated in digital growth mindset activities. The control group was taught using traditional methods. The qualitative aspect of the study involved conducting focus group discussions with students in the experimental group. The results showed a significant improvement in motivation and chemistry achievement among the students in the experimental group, as evidenced by the higher mean scores from the pre-tests and the post-tests compared to the control group. The present research findings reveal that digital growth mindset interventions, when appropriately incorporated into chemistry curricula, possess the capacity to not only improve student engagement and subsequent performance but also to provide educators with valuable insights into instructional practices that are worth implementing in the digital era.

Enhancing Learners’ Conceptual Understanding of Reaction Kinetics Using Computer Simulations – A Case Study Approach

AbstractOne of the critical goals of teaching chemistry is to enable learners to gain conceptual understanding. Traditional instruction has often been associated with rote memorisation, resulting in learners failing to explain observed chemical phenomena, make predictions based on acquired concepts, advance convincing arguments, and engage in meaningful problem-solving and critical thinking. Therefore, the study aimed to describe the conceptual understanding of the learners taught Reaction Kinetics using computer simulations supported by the Predict-Observe-Explain strategy. The study was guided by Holme, Luxford, and Brandriet’s five categories of conceptual understanding—transfer, translation, problem-solving, prediction, and depth as the conceptual framework. This was a descriptive study in which a case study research approach was used. Five purposively sampled grade 12 learners participated in the study, representing the range of cognitive abilities from a secondary school class of 53 learners. Semi-structured interviews were used to collect data. The responses of the five participants were analysed using the qualitative content analysis. The findings were that most of the learners’ responses were in the sound understanding sub-category, some were in the partial understanding sub-category, and a few were in the no understanding sub-category, which made us conclude that computer simulations supported by the Predict-Observe-Explain strategy assisted the learners in conceptual understanding. The learners gained an understanding of most concepts, although their responses in the partial understanding sub-category showed difficulties related to depth, transfer, and translation. These findings are expected to assist chemistry teachers, teacher educators, and curriculum planners in improving learners’ conceptual understanding of chemistry.

PEDAGOGICAL CONTENT OF IMPROVING THE METHODOLOGY OF TEACHING CHEMISTRY BASED ON LIFE EXPERIENCES

Teaching chemistry effectively requires a connection between theoretical concepts and students' real-life experiences. This article explores the pedagogical content necessary for enhancing chemistry teaching methodologies by incorporating life experiences. We review current teaching methods, propose innovative approaches to integrate everyday experiences into the chemistry curriculum, and analyze the potential impact on student engagement and comprehension.

Effect of Concept Based Cartoons as art integration on Alternative Concepts in Chemical Bonding

This study is carried out to investigate and analyze the effect of art integration in chemistry curriculum by concept-based cartoons integrated in the context based chemical concepts learning approach on class 9th students’ alternative concepts in chemical bonding. The study was conducted with 45 students of grade 9, within a non-equivalent pretest-posttest group design (NEGD). A chemical bonding concept test conducted to gather the data with 16 multiple choice question (MCQs), and to probe their conceptions, a clinical interview with 5 open ended questions was used. Interview questions and MCQs were based on the same alternative concepts. The study concluded with a positive effect of context-based approach on the remediation of chemical bonding alternative conception. Although concepts-based cartoons found powerful tools and most helpful in resolving alternative concepts in chemical bonding but the study suggest to use more than one intervention for the remediation of alternative conception in chemical education.

ALIGNMENT BETWEEN CURRICULUM STANDARDS AND ASSESSMENT IN UNDERSTANDING CHEMICAL REACTION PRINCIPLES AT UPPER-SECONDARY SCHOOLS

This study utilized the SEC (Survey of Enacted Curriculum) method to examine the alignment between Chinese high school chemistry curriculum standards (HSCCS) and the assessment of ‘Chemical Reaction Principles’ in the National College Entrance Examinations (NCEEs). The HSCCS and NCEEs were coded into two-dimensional matrices separately using SPSS, MATLAB, and EXCEL. The alignment coefficients were analyzed both macroscopically and specifically based on two dimensions: themes and cognitive levels. The findings indicated a generally low alignment between NCEEs and HSCCS in the ‘Chemical Reaction Principles’ domain, and no statistically significant alignment was observed. Comparing Porter alignment coefficients revealed a gradual increase in the overall alignment level between 2018–2022 NCEEs and HSCCS due to curricular reforms. Further specific analyses and comparisons highlighted significant discrepancies between NCEEs and HSCCS concerning themes and cognitive levels. Regarding themes, ‘Ionic Reactions and Equilibrium in Aqueous Solutions’ showed substantial alignment between NCEEs and HSCCS. However, for ‘Application of Ionic Reactions and Equilibrium’ and ‘Systems and Energy,’ NCEEs diverged significantly from or exceeded HSCCS requirements. Concerning cognitive levels, NCEEs demanded higher levels of student cognition compared to HSCCS. Keywords: alignment, chemical reaction principles, content analysis, curriculum standards, upper-secondary schools

Evaluating the alignment between chemistry curriculum and high-stakes tests through the lens of chemistry core competencies in China

ABSTRACT The study investigates the alignment between the Chemistry Curriculum Standards of Senior High School (Curriculum Standards) and 10 sets of 2023 standards-based high-stakes tests in mainland China through the lens of Chemistry Core Competencies (CCCs). Following Porter’s alignment model, a two-dimensional matrix composed of components of CCCs and proficiency levels of CCCs was developed to represent Curriculum Standards and tests, based on which to compute overall alignment indices and the degree of match for each dimension. The results indicate that all tests value CCCs, but the vast majority have statistically insignificant alignment with Curriculum Standards. This inconsistency is mainly due to the tests’ more emphasis on higher-order thinking skills, which has resulted in an overall shift towards higher proficiency of CCCs from Curriculum Standards to tests. Compared to Curriculum Standards, the tests measure scientific thinking more than chemical concepts, and the ratio of scientific inquiry and practice is most consistent with Curriculum Standards, but minimally assesses scientific attitudes and responsibility. The findings present direct evidence for improving the quality of assessment in the future. The proposal of the alignment analytical framework offers researchers in other countries the possibility of localised exploration.

ChatGPT Writing Assistance and Evaluation Assignments Across the Chemistry Curriculum

ChatGPT Writing Assistance and Evaluation Assignments Across the Chemistry Curriculum

Addressing the Lacuna in Critical Thinking in Kenyan Secondary School Chemistry Curriculum

Abstract: There are numerous studies on critical thinking (CT), but very few studies have been done that relate CT dispositions especially self-efficacy in classroom theory and practice, particularly in Kenya's secondary school chemistry curriculum. This paper analyzed reports from scholars, policymakers, and the curriculum reforms for Kenyan secondary schools to establish the extent to which CT is incorporated into the curriculum. These reports were used to experiment with the standard critical thinking analysis model. The analyzed categories were used to develop key theoretical propositions for the study. Theoretical propositions formed an explanatory theory that supported the analysis. From the analysis, although education reforms recognize CT as a key skill, it is not clear how CT self-efficacy should be developed in Kenyan secondary school chemistry learners. In this paper, we argue that CT can only be realized in the Chemistry classroom if the learning approach is learner-centered as opposed to the current teacher-centered approach. CT self-efficacy indicators also ought to be infused into the secondary school education curriculum for chemistry learners to acquire CT skills.

Developing Blended Learning Frameworks for High Schools: A Case Study in Nam Dinh Province, Vietnam

This study utilized a combination of reality surveying and pedagogical experimentation to explore the application of blended learning (BL) in the educational sector of Nam Dinh province, Vietnam. The objective was to develop a BL framework tailored for the tenth-grade curriculum in Literature, Chemistry, and Mathematics. This framework was then operationalized through experimental lesson plans, which were implemented in five high schools across Nam Dinh. Results from this study confirm the effectiveness of the BL framework, suggesting its potential for wider adoption within the province. The findings contribute significantly to the enhancement of research and teaching methodologies in high schools, aligning with the 2018 national curriculum for high school students in Nam Dinh. Furthermore, this research provides valuable insights into the broader educational context of Vietnam.

产教融合视域下的药物化学课程思政教学改革

本文从产教融合的视角探讨药物化学课程中的思政教学改革。文章首先阐述在产教融合背景下进行课程思政教学的必要性，强调高职院校应将社会主义核心价值观与企业社会责任、职业道德准则等思政元素融入专业课程教学中，培养具备专业知识和技能、良好职业道德和创新能力的高素质人才。文章详细分析药物化学课程思政改革的思路、实施过程和具体方法，结合课程章节内容和实际案例，将疾病背景、药物发现过程、国家政策、典型药物事件等融入教学，引导学生树立正确的世界观、人生观和价值观，培养责任感、团队合作精神和创新意识。最后，文章总结改革实施的效果，强调药物化学课程的思政教学改革有助于培养满足现代医药行业需求的高素质人才。This paper examines the reform of ideological and political education in the pharmaceutical chemistry curriculum from the perspective of industry-education integration. It first outlines the necessity of incorporating ideological and political education in the curriculum within this context, emphasizing that vocational colleges should integrate core socialist values with corporate social responsibility and professional ethics into their specialized courses. This approach aims to cultivate high-quality talents with professional knowledge and skills, strong professional ethics, and innovative abilities. The paper analyzes the strategy, implementation process, and specific methods of ideological and political reforms in pharmaceutical chemistry education. It integrates case studies with curriculum topics to provide practical examples, incorporating disease backgrounds, drug discovery processes, national policies, and significant pharmaceutical events into the lessons. This helps guide students toward developing a correct worldview, life perspective, and values while fostering responsibility, teamwork, and innovation. In conclusion, the paper summarizes the effectiveness of the reforms, emphasizing that such curriculum changes help produce high-quality pharmaceutical professionals to meet the demands of the modern pharmaceutical industry.

Keeping Analytical Chemistry Training Up-to-Date.

The undergraduate analytical chemistry curriculum serves to equip students with the knowledge and skills for work outside of classroom training. As such, instructors face a challenging task in deciding the breadth and depth of topics for their courses to ensure their syllabi can remain up-to-date with today's needs. We propose that instructors consider covering capillary electrophoresis (CE) and lab-on-a-chip (LOC) technologies in their analytical chemistry courses. Past surveys of the curriculum show a noticeable lack of emphasis on these topics, which we feel is a missed opportunity and one that holds potential for the collective benefit of instructors and students. CE and LOCs are utilized in a diverse array of fields like biochemistry, pharmaceutical production, materials science, and environmental analysis, and their applications are becoming increasingly important amidst the growing movement toward environmentally sustainable practices and green chemistry. They are also more accessible in the analytical chemistry classroom compared with typical benchtop instruments due to the flexibility of their size and cost. This makes them easier to obtain, maintain, and transport for use and demonstration purposes. Additionally, interwoven in these topics are core concepts that are fundamental to analytical chemistry; thus, covering them will inherently reinforce students' understanding of fundamental knowledge. Therefore, we believe increased coverage of CE and LOCs can better prepare undergraduates for modern analytical chemistry work in various industries and fields of research.

Ungrading in organic chemistry: students assessing themselves and reflecting on their learning

The focus on grades has diminished the focus on learning. One strategy that aims to return students’ attention to what they are actually learning (and not just earning) is ungrading. Ungrading is thought of as any strategy in which instructors do not assign a number or letter grade to students’ assignments and assessments. Instead, faculty may (1) provide thorough feedback and engage in dialogue with students about their work, and perhaps, (2) allow students to assign their own grade. Whichever style of ungrading they choose, the scholars that have been forging the path for ungrading come from a variety of fields and perspectives, including STEM instructors in more recent years. The focus on incorporating ungrading practices into the organic chemistry curriculum provided here is adapted from a variety of practitioners, and especially the foundational work of chemistry professor Clarissa Sorensen-Unruh. In addition to discussing the current ungrading practices in various fields, we will use this perspective article to share our own experience with and lessons learned from beginning to incorporate ungrading in the undergraduate organic chemistry curriculum, both as it relates to the implementation of the practice and our own perceptions of the student experience and learning outcomes. Ultimately, the goal is to allow students to see the significance of the process of learning and to engage in some metacognitive work that they can apply to different assignments, whether in our class or not. If we want students to focus on learning, perhaps they should do the grading themselves.

Experiences with an Inquiry-Based Ionic Liquid Module in an Undergraduate Physical Chemistry Laboratory.

The topic of ionic liquids is typically not taught at the undergraduate level. Many properties, such as conductivity, vapor pressure, and viscosity, of these so-called "green solvents" are unique compared to traditional molecular solvents. Using active learning techniques, we introduced an ionic liquid module in the physical chemistry laboratory where their structures and physical properties, namely, viscosity, conductivity, and vapor pressure, were explored in relation to molecular solvents. Summative and formative assessments show that a majority of the participants were able to grasp the key concepts of ionic liquids. We envision that our methods and strategies can be one of the building blocks of introducing ionic liquids into the undergraduate chemistry curriculum.

A Digital Instructional Book: A Tool For Improving Students' Learning Outcomes on the Redox Reaction

The rapid development of information and communication technology demands the production of digital products. This study aims to produce a digital instructional book based on Balinese local cultures to enhance the learning outcomes of high school students. The development of this book used the ADDIE model. The analysis phase included an analysis of the chemistry curriculum, teachers’ and students’ opinions about digital books, digital learning, and Balinese local cultures related to the chemistry content. The design phase included creating a framework and preparing a digital instructional book based on Balinese local cultures. The development phase included validation by content, language, and media experts. The implementation phase included testing the practicality and effectiveness of the book. The evaluation phase was carried out at all phases of the ADDIE model. The characteristics of this book were that it was made in a digital form and integrated with local Balinese cultures. It met the criteria of being a very valid category based on content, language, and media aspects. It also met a practical and effective category to improve students’ learning outcomes. It is very useful to enhance chemistry learning outcomes in the era of the Industrial Revolution 4.0.

ОСОБЕННОСТИ ПРЕПОДАВАНИЯ ДИСЦИПЛИНЫ ТОКСИКОЛОГИЧЕСКАЯ ХИМИЯ СТУДЕНТАМ, ОБУЧАЮЩИМСЯ ПО СПЕЦИАЛЬНОСТИ 32.05.01 МЕДИКО-ПРОФИЛАКТИЧЕСКОЕ ДЕЛО

The question of organizing the learning process for students of the medical and preventive faculty at the Institute of Pharmacy is significant for the teacher. Compared to students of the Faculty of Pharmacy, they do not have sufficient knowledge in chemistry, so it is necessary to search for additional teaching methods. After the transition to training according to the Bologna system, classroom lessons were reduced and student independent work was increased. The classroom load of students is 36 hours a week, leaving almost no time for independent work. Because students are poorly prepared in chemistry, instructors typically upgrade their knowledge to proficiency levels by providing preparatory materials in toxicological chemistry. According to the curriculum in toxicological chemistry, 42 contact-hours of work are allocated (10 hours of lectures + 32 hours of seminars and practical classes). How can a teacher at the Institute of Pharmacy motivate a medical student to study a medical discipline? One of the possible ways to increase interest in this way is through research work in a medical laboratory and, as an option, involving students in joint scientific work at university departments. The training was organized on the basis of lectures, seminars (round table) and practical exercises. The lectures covered only problematic and review material intended to test theoretical knowledge about compliance with remote disciplinary measures. At the Institute of Pharmacy of Kazakh State Medical University, the round table method was used when conducting seminars. Students go into the topic in advance. When preparing for employment, use scientific and professional information from a variety of sources. In practical classes, students acquired sample preparation skills for identifying toxic substances, developed skills in isolating toxic substances, and used chemical and instrumental methods of analysis. Students mastered modern physicochemical and chromatographic methods of analysis used in the system of general and private screening of chemical substances. During the last lesson, educational and research work is carried out. Based on the results of mastering the discipline, students of the Faculty of Preventive Medicine acquired a colossal amount of knowledge, which they will later use in practical work.