Chemical Concepts Research Articles

Differentiated Instruction in Chemistry Education

Differentiated Instruction (DI) is a comprehensive approach that addresses a variety of students’ requirements and needs in a classroom environment, including their interests, readiness, and learning styles. The idea behind this approach is based on the belief that every classroom is unique. Thus, educators should review and modify their teaching practice from time to time. Hence, this study aims to identify the learning methods in differentiated instruction, their advantages, and challenges to implement in chemistry education using qualitative methods through semi-structured interviews. Seven secondary school teachers with 10 years of teaching experience in Chemistry were selected purposely for this study. To achieve the research objectives, thematic analysis is used, involving reading through the data and analyzing them according to the themes. The experts validate the updated questioning instrument prepared by the researchers to ensure the validity of the questionnaire. Findings reveal that most of them have specific experiences of using differentiated pedagogy to teach chemistry. Three of them described that students, who tend to master visual-spatial intelligence, can interpret and enhance their understanding of a chemistry concept through drawing, namely for the formation of ionic bonds and covalent bonds. For students, who master linguistic-verbal intelligence, teachers can use presentation activities to enhance their understanding of the chemistry concept. Hence, it can promote active learning, encourage students to ask questions, increase students' confidence level in performing classroom activities and other advantages. Conversely, the difficulty faced by the teachers in implementing DI is time constraint. Hence, differentiated instruction is a valuable and practical approach to addressing the diverse needs of students, promoting engagement, collaboration, and the development of essential skills for lifelong learning. Integrating DI principles can contribute significantly to creating enriching and effective learning environments as education evolves.

Effect of Gender on Students’ Attention and Academic Performance in Analytical Chemistry Using Collaborative-Predict-Explain-Observe-Explain (CPEOE)

This research investigated the possibility of enhancing senior secondary school students’ academic performance irrespective of gender in analytical chemistry concept using Collaborative-Predict-Explain-Observe-Explain (CPEOE). The study adopted a quasi-experimental research design. Analytical Chemistry Attention Inventory (ACAI) and Analytical Chemistry Performance Test (ACPT) were the instruments used for data collection. Cronbach Alpha was used to ascertain the reliability index of ACAI which gave reliability value of 0.87. The internal consistency of ACPT was tested using Kuder-Richardson (KR-21) formula which yielded a reliability value of 0.96. The population was 7,152 SS2 students offering chemistry in Makurdi, Benue State, Nigeria. A sample of 157 students drawn from 3 schools in Makurdi Local Government Area of Benue State, Nigeria was selected using multi-stage sampling techniques. Four research questions and four null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the null hypotheses were tested at 0.05 level of significance using results from Analysis of Covariance (ANCOVA). The study revealed among others, that there was no significant difference between the mean attention rating of male and female students taught analytical chemistry {F1, 78 = 1.020, P>0.05}. It was also revealed that that there is no significant difference between the mean academic performance of male and female students taught analytical chemistry using CPEOE {F1, 78 = 4.890, P>0.05}. It was recommended among others that since CPEOE is not gender sensitive. Hence, both male and female students should be involved in CPEOE classroom to enhance their attention and academic performance in analytical chemistry. Serving teachers should be encouraged to use CPEOE in teaching analytical chemistry concepts.

Preparation of PdNi bimetallic loaded amino modified porous carbon material catalyst based on chitosan and its applications

The utilization efficiency of palladium-based catalysts has sharply increased in many catalytic reactions. However, numerous studies have shown that preparing alloys of palladium with other metals has superior catalytic activity than pure palladium. Additionally, hierarchical porous carbon has gradually developed into an excellent carrier for loading bimetallic nanoparticles. In this study, we firstly pyrolyzed chitosan, sodium bicarbonate and nickel nitrate to create highly dispersed porous carbon materials doped with Ni NPs. The carbon materials were then grafted with silane coupling agent (APTMS) to afford them with amino groups on the surface. Taking advantage of the fact that Pd2+ can react with Ni in spontaneous reduction reaction, Pd was deposited on the surface of Ni to produce PdNi bimetallic-loaded carbon catalysts containing amino groups. The resulting catalysts were examined by a series of characterizations and were found to have a hierarchically porous structure and large specific surface area, which increased the number of active sites of the catalysts. In comparison to other Pd catalysts, the PdNi/HPCS-NH2 catalysts displayed remarkable activity for Suzuki coupling reaction and hydro reduction of nitroaromatics, which exhibited a high turnover frequency value (TOF) of 37,857 h−1 and 680.9 h−1, respectively. These were mainly due to the high dispersion of the PdNi NPs and the superior structure of the carriers. Moreover, the catalysts did not experience a significant decline in activity after ten cycles. All in all, this investigation has created a new approach for the fabrication of novel carriers for Pd catalysts, which is in line with the concept of green chemistry and recyclable.

A high-throughput sample preparation approach for the determination of nonsteroidal anti-inflammatory drugs in urine samples through membrane-based microextraction employing a green supramolecular solvent

Nonsteroidal anti-inflammatory drugs (NSAIDs) are a class of drugs with antipyretic, analgesic, and anti-inflammatory effects widely used worldwide. This study aimed at developing an environmentally friendly and high-throughput sample preparation method for the determination of six NSAIDs in urine samples followed by high-performance liquid chromatography coupled to diode-array detection (HPLC-DAD). The experimental workflow consisted of hollow-fiber microporous membrane liquid-liquid extraction (HF-MMLLE) using a supramolecular solvent immobilized into the porous of polypropylene hollow membranes (1 cm length). These membranes were attached to a 96-well plate system to permit multiple extractions simultaneously. Under the optimized conditions, limits of detection (LODs) and limits of quantification (LOQs) ranged from 6.06 to 30.3 µg/L and from 20 to 100 µg/L, respectively. The linear ranges varied from 20 to 1000 µg/L for indomethacin and diclofenac, from 50 to 1000 µg/L for ketoprofen and ibuprofen, and from 100 to 1000 µg/L for naproxen and fenoprofen. The coefficients of determination (R²) ranged from 0.9735 to 0.9997. Intraday precision ranged from 6.13 to 20.11 %, interday precision varied from 2.87 to 20.72 %, and accuracy ranged from 92.49 to 126.89 %. Moreover, the recently proposed Sample Preparation Metric of Sustainability (SPMS) was employed to evaluate the greenness of the sample preparation technique resulting in a score of 8.0, which is highly satisfactory according to the concepts of green analytical chemistry.

Unveiling 21st Century Skills and Chemistry Concepts in the Movie the Martian (2015)

In the modern era, 21st century skills and chemistry concepts become very crucial to face global challenges. This study aims to analyse the representation of 21st century skills and chemistry concepts in the film The Martian (2015). This research uses content analysis method with a qualitative approach. The findings show that the film depicts skills such as Problem-solving, collaboration, critical thinking, research skills, effective communication, technological literacy, and adaptability, as well as chemistry concepts such as chemical property/property of oxygen, green chemistry, electro chemistry, chemistry reaction, Stoichiometry, Radiochemistry, physical chemistry, Chemistry Reaction: Reduction-Oxidation reaction. The implications of this study underscore the potential of films as an effective learning medium for teaching scientific skills and concepts that are important in STEM education. It is recommended that educators utilise film as a tool in the learning process.

Unveiling the Nature of Chemical Bonds in Real Space.

Recent advent of diverse chemical entities necessitates a re-evaluation of chemical bond concepts, underscoring the importance of experimental evidence. Our prior study introduced a general methodology, termed Core Differential Fourier Synthesis (CDFS), for mapping the distribution of valence electron density (VED) in crystalline substances within real space. In this study, we directly compare the VED distributions obtained through CDFS with those derived from high-accuracy theoretical calculation using long-range corrected density functional theory, which quantitatively reproduces accurate orbital energies. This comparison serves to demonstrate the precision of the CDFS in replicating complex details. The VED patterns observed experimentally exhibited detailed structures and phases of wave functions indicative of sp3 hybrid orbitals, closely aligning with theoretical predictions. This alignment underscores the utility of our approach in gathering quantum chemical data experimentally, a crucial step for discussing the chemical properties, such as reaction mechanisms.

How students taking introductory biology experience the chemistry content.

Student experiences learning chemistry have been well studied in chemistry courses but less so in biology courses. Chemistry concepts are foundational to introductory biology courses, and student experiences learning chemistry concepts may impact their overall course experiences and subsequent student outcomes. In this study, we asked undergraduate students enrolled in introductory biology courses at a public R1 institution an open-response question asking how their experiences learning chemistry topics affected their identities as biologists. We used thematic analysis to identify common ideas in their responses. We found that while almost half of student respondents cited learning chemistry as having positive impacts on their experiences learning biology, students who struggled with chemistry topics were significantly more likely to have negative experiences learning biology. We also found significant relationships between prior chemistry preparation, student background, and the likelihood of students struggling with chemistry and negative experiences learning biology. These findings emphasize the impact of learning specific content on student psychosocial metrics and suggest areas for biology educators to focus on to support learning and alleviate student stress in introductory biology.

A scalable, chromatography-free, biocatalytic method to produce the xyloglucan heptasaccharide XXXG

Xyloglucan oligosaccharides (XyGOs) are highly branched, complex carbohydrates with a variety of chemical and biotechnological applications. Due to the regular repeating pattern of sidechain substitution of the xyloglucan backbone, well-defined XyGOs are readily accessed for analytical and preparative purposes by specific hydrolysis of the polysaccharide with endo-glucanases. To broaden the application potential of XyGOs, we present here an optimized, scalable method to access large quantities of galactosylated XyGOs by treatment of the bulk agricultural by-product, tamarind kernel powder (TKP), with a highly specific endo-xyloglucanase at high-solids content. Subsequent β-galactosidase treatment reduced XyGO complexity to produce exclusively the branched heptasaccharide XXXG (Xyl3Glc4: [α-D-Xylp-(1 → 6)]-β-D-Glcp-(1 → 4)-[α-D-Xylp-(1 → 6)]-β-D-Glcp-(1 → 4)-[α-D-Xylp-(1 → 6)]-β-D-Glcp-(1 → 4)-D-Glcp). The challenge of removing the co-product galactose was overcome by fermentation with baker’s yeast, thereby avoiding chromatography and other fractionation steps to yield highly pure XXXG. This simplified approach employs many of the core concepts of green chemistry and engineering, enables facile production of 100 g quantities of XyGOs and XXXG for laboratory use, and serves as a guide to further production scale-up for applications, including as prebiotics, plant growth effectors and elicitors, and building blocks for glycoconjugate synthesis.

Secondary School Students’ Engagement with Environmental Issues via Teaching Approaches Inspired by Green Chemistry

Green chemistry refers to the design and application of practices that prevent pollution and promote environmental sustainability. A set of 12 principles make up the core of the green chemistry philosophy, and, since their emergence, they have been implemented in the educational practice of tertiary education. Over the past few years, the green chemistry approach has started expanding among secondary education as well. This review discusses green chemistry teaching experiences in secondary education as reported in 70 scientific publications (from 2002 to the present) that were identified via a literature search. All identified documents were examined and analyzed to map their green chemistry content and relevant environmental issues, the degree of the connection between the chemistry concepts and environmental issues (“environmentalization”), the implemented teaching-learning approaches, and, when applicable, the achieved learning outcomes. Analysis showed that all 12 green chemistry principles were covered within the identified publications, with the ones referring to prevention and the use of renewable feedstocks being the most frequent. The publications touch upon several environmental issues, with the most frequent being those referring to hazardous chemical waste, alternative energy resources, and recycling. Most of the publications correspond to a medium degree of environmentalization. The inquiry-based, hands-on-based, problem-based, context-based, and socio-scientific issues-based teaching approaches were shown to be the most widely used. Regarding the achieved learning goals, those mostly explored were related to the cognitive and affective domains. This comprehensive review may provide a solid foundation for the organization and design of novel curricula that will integrate green chemistry into education for sustainable development programs in secondary education.

Green carbon-based adsorbents for water treatment in Sub-Saharan Africa

Abstract As underlined by the United Nations Sustainable Development Goals (UN SDGs), providing safe and clean potable water remains a significant concern in developing regions of the world, especially Sub-Saharan Africa. Extensive research has been done on this subject in Africa. The concept of sustainable chemistry towards solving another pressing issue in Africa – waste management – led to the decision to investigate green carbon-based materials for water purification on the continent. The conversion of “waste to wealth” is a practical means of achieving proper waste management at a reasonable cost. Low-cost adsorbents such as biochar, activated carbons, graphene and carbon composites, with high surface area, porosity and efficiency have been generated from agricultural waste and biomass, carbon-rich geological materials, carbonaceous polymeric materials, and hydrocarbons/petroleum by-products, using simple thermal and/or green chemical reaction protocols. Several drawbacks have hindered the development and utilization of adsorbents for the treatment of polluted water, including chemical fouling, loss of activity, poor reusability, difficulty associated with sorbent regeneration, production of secondary pollutants, toxicities caused by exposure to sorbent residues, and inability to deal with heavily polluted water. However, the use of adsorbents is still widely acclaimed as an efficient and cleaner method among other existing water treatment options such as extraction, chemical oxidation, bioremediation, and photocatalytic degradation. This paper outlines the research carried out by Sub-Saharan African scientists to proffer solutions to water pollution using green carbon-based adsorbents and discusses the breakthroughs, challenges, and future prospects.

Feel the breeze: Opening the therapeutic window with RIPTACs and induced proximity

In this issue of Cell Chemical Biology, Raina etal.1 demonstrate proof of concept of a new chemical induced proximity strategy for targeted cancer therapeutics. Building on a recent surge in induced proximity modalities, RIPTACs represent a novel approach that offers promise in treating cancers with improved safety profiles.

Deciphering the Concept of Solubility by Strategically Using the Counterion Effect in Charged Molecules.

Solubility is an essential concept in chemistry that describes the ability of a substance to dissolve in a particular solvent. Despite its importance in many fields of science, understanding the basic principles of solubility is challenging for many undergraduate students. Notably, students often encounter difficulties in comprehending the role of counterions when dealing with charged molecules. Here, we bring the opportunity to assimilate the key concepts of solubility regarding the role of counterions by developing a straightforward, cheap, and visually appealing experiment that focuses on the strategic use of counterions to control solubility. A student questionnaire delivered encouraging results with most of students giving positive feedback in both interest and training their hands-on skills. Hence, our experiment offers a proficient understanding of the solubility concept, thus preparing undergraduate students for advanced courses in the various subject areas of chemistry.

Learning Abstract Chemistry Concepts with Virtual Reality: An Experimental Study Using a VR Chemistry Lab and Molecule Simulation

In this 2 × 2 between-subject experimental study, a virtual reality (VR) laboratory simulation is paired with a VR molecular world intervention to teach chemistry concepts. The independent variables are the implementation timing of the molecular world intervention (Pre-lab vs. Integrated) and the level of embodiment (Traditional vs. VR). Eighty students (N = 80), ages 11–18 years old, from a community center in New York City participated, completing a pretest, a laboratory simulation, a molecular intervention, and a post-test. The pre- and post-test measures included multiple-choice, free-response, and drawing questions. A key finding was that integrating the intervention within the lab simulation, no matter which level of embodiment, led to significantly higher gains in learning. The combination of using physical manipulatives and integrating them within the lab exercise (Integrated Traditional condition) demonstrated the greatest gains overall. On drawing measures, the Integrated VR condition showed significant improvement in three out of the four drawing categories (i.e., molecule shape, atom quantity, and relative sizes). The implications are that even though using a VR molecular world intervention can lead to significant learning of abstract chemistry content, the use of physical manipulatives is still a more effective tool.

Evaluation of Future Faculty Perspectives on Teaching and Learning of Electrochemistry & Thermochemistry: A Microstudy Approach

Education revolves around teaching and learning with instruction being at the center. This study seeks to investigate the whole trend of the perspectives of future faculty on the teaching and learning of critical chemical concepts “Electrochemistry” and “Thermochemistry”. The objectives are to study and extrapolate the trend and probe their applications to industry and other concepts in chemistry. Questionnaires were administered on graduate students including graduate assistants across universities in three continents: North America, Asia, and Africa. Result shows that the concepts require practical demonstration, interwoven and have applications to energy and power industries. It also reveals that learners’ motivation must be aroused prior to learning the concepts, including that learners’ attitudes is most vital in the classroom settings.

Optimization of basic chemistry learning: Validation of stem-based problem-based learning materials for chemical equilibrium

Background: The objective of this study is to create Basic Chemistry learning materials focused on the topic of Chemical Equilibrium using a STEM Problem-Based Learning approach. Effective learning is necessary to enhance students' understanding of complex chemistry concepts. Method: This study adopts the STEM Problem-Based Learning material development method, utilizing the ADDIE model, which consists of five steps: analysis, design, development, implementation, and evaluation. After the development process, the learning materials were assessed through an expert review stage. Evaluation was conducted to assess the validity of the design, pedagogical validity, and content validity using Aiken's coefficient as an indicator. Results: The expert review evaluation results showed high Aiken's coefficients: 0.98 for design validity, 0.95 for pedagogical validity, and 0.96 for content validity. These findings confirm that the developed learning materials comprehensively meet validity standards. Conclusion: Based on these evaluation results, it can be concluded that the developed Basic Chemistry learning materials, particularly on Chemical Equilibrium using the STEM Problem-Based Learning approach, meet the validity criteria. Therefore, these learning materials are considered suitable for use in the Basic Chemistry learning process. Novelty/Originality of this study: This study integrates the STEM Problem-Based Learning approach into developing Basic Chemistry learning materials, specifically on Chemical Equilibrium. Using the ADDIE model and comprehensive validation, this study presents a new framework for designing learning materials that simultaneously meet design, pedagogical, and content standards.

Integration of Technology in Chemistry Education at University Level

Technology integration in chemistry education at the university level is increasingly recognized as a transformative approach to enhance teaching methodologies and improve student learning outcomes. This abstract provides a concise overview of the impact, challenges, and future directions of technology integration based on recent studies and empirical evidence. This study aims to explore the effectiveness of integrating technology, such as virtual laboratories, simulation software, and multimedia resources, in enhancing student engagement and learning in university-level chemistry education. A mixed-methods approach was employed, including surveys and interviews with students and faculty members from multiple universities. Quantitative data from pre- and post-assessments were analyzed to assess learning outcomes, while qualitative insights were gathered to explore perceptions, challenges, and recommendations related to technology integration. Findings indicate that technology-enhanced tools significantly enhance student understanding of chemistry concepts and improve problem-solving skills. Students and faculty members perceive technology as beneficial for creating interactive and dynamic learning environments. However, challenges such as technical issues and faculty resistance require institutional support and professional development initiatives to overcome. The integration of technology in chemistry education holds promise for transforming traditional teaching practices and preparing students for careers in scientific research and industry. Future research should focus on exploring emerging technologies and innovative pedagogical strategies to further optimize technology integration in higher education.

Media Pembelajaran Kimia Berbasis AR

The integration of augmented reality (AR) technology in education is advancing, as seen in a project at Atisa Dipamkara School. This project developed a chemistry learning application using Unity, Android XR Plugin, and ARCore to address laboratory limitations. The app uses interactive 3D visualizations to help students grasp complex chemistry concepts. Blackbox testing showed that all main modules work well, except for a bug in the compound reset module. The app effectively improves students' understanding, interest, and motivation in chemistry, making abstract concepts more tangible. This application is both a learning aid and an educational innovation, promoting a more interactive and enjoyable learning experience.

Towards a Sustainable Future: Challenges and Opportunities for Early‐Career Chemists

AbstractThe concepts of sustainability and sustainable chemistry have attracted increasing attention in recent years, being of great importance to the younger generation. In this Viewpoint Article, we share how early‐career chemists can contribute to the sustainable transformation of their discipline. We identify ways in which they can engage to catalyse action for change. This article does not attempt to answer questions about the most promising or pressing areas driving research and chemical innovation in the context of sustainability. Instead, we want to inspire and engage early‐career chemists in pursuing sustainable actions by showcasing opportunities in education, outreach and policymaking, research culture and publishing, while highlighting existing challenges and the complexity of the topic. We want to empower early‐career chemists by providing resources and ideas for engagement for a sustainable future globally. While the article focuses on students and early‐career chemists, it provides insights to further stimulate the engagement of scientists from diverse backgrounds.

Towards a Sustainable Future: Challenges and Opportunities for Early-Career Chemists.

The concepts of sustainability and sustainable chemistry have attracted increasing attention in recent years, being of great importance to the younger generation. In this Viewpoint Article, we share how early-career chemists can contribute to the sustainable transformation of their discipline. We identify ways in which they can engage to catalyse action for change. This article does not attempt to answer questions about the most promising or pressing areas driving research and chemical innovation in the context of sustainability. Instead, we want to inspire and engage early-career chemists in pursuing sustainable actions by showcasing opportunities in education, outreach and policymaking, research culture and publishing, while highlighting existing challenges and the complexity of the topic. We want to empower early-career chemists by providing resources and ideas for engagement for a sustainable future globally. While the article focuses on students and early-career chemists, it provides insights to further stimulate the engagement of scientists from diverse backgrounds.

Implementation of Peer Instruction Method on Teaching of Acids and Bases to 12th Grade Students: An Action Research

This study aims to investigate the applicability and effectiveness of the peer instruction method on teaching the subject of acids and bases at the 12th grade level. In addition, it is aimed to determine the effect of peer instruction on students’ attitudes towards chemistry and in-class discussion, and to examine opinions of students to peer instruction after implementation. The sample of the study consists of 21 12th grade students in a private high school. During the research process, the unit of acids and bases was covered by the researcher with the peer teaching method and implementation was completed in 5 weeks. In this study, which was designed as an action research, qualitative and quantitative data were used together. Quantitative data were collected through acids-bases concept test (ABCT), chemistry attitude scale (CAS), argumentativeness scale (AS), concept questions, and qualitative data were collected through method opinion scale (MOS), semi-structured interview, and observation. The analysis of the data was carried out using quantitative and qualitative methods. The results showed that there was a notable increase in the academic achievement of the students after the implementation. Furthermore, the results obtained from ABCT and semi-structured interviews indicated that peer instruction improved students’ conceptual learning, and also it is effective in eliminating misconceptions. Although the pretest-posttest scores of CAS and AS did not demonstrate a considerable statistical difference, observation and semi-structured interview data pointed out that students’ attitudes towards chemistry and in-class discussion increased positively. At the end of the implementation, it was observed that students’ attitudes towards the peer instruction method are positive and students found it very useful and effective.