Chemistry Course Research Articles

Symbolism itself does not improve memory for elements on the periodic table.

Recent work demonstrates that symbols (e.g., $) are reliably better remembered than their word counterparts (e.g., 'dollar'). It remains an open question whether the memory benefit observed for symbols is due to their unique visual form, or because they offer a symbolic representation of to-be-remembered information. Here, we assessed memory for symbols on the periodic table of elements, which could be presented in symbol format (e.g., H) or word format (e.g., Hydrogen), and compared both to memory for meaningless letters (e.g., J). These stimuli were selected because they all share the same visual features and the former two share the same meaning. Memory was compared across individuals with and without a background in chemistry. In non-experts, memory was highest for words relative to symbols and meaningless letters. In experts (students who had passed an introductory chemistry course), however, memory for words and symbols was equivalent, with both higher than for meaningless letters. Results suggest that prior knowledge of what a symbol means is necessary to gain a memory benefit over semantically-void information, but is not enough to boost memory relative to words. We suggest that using a concrete visual symbol to represent an abstract concept is not enough to confer a memory advantage relative to words; a meaningful and visually distinctive symbol may be necessary.

Course-based undergraduate research experience impacts on student outcomes at minority-serving community colleges.

Course-based Undergraduate Research Experiences (CUREs) have beneficial impacts on students and the capacity to provide authentic research experiences that are accessible and beneficial to all students, especially those from Minoritized Groups. CUREs can be presented in a full semester format (cCURE) and shorter modules incorporated into laboratory courses (mCURE). In this study, protein-centric CUREs were implemented at two minority-serving Community Colleges (CCs) in introductory biology and chemistry courses. Using validated assessment tools, student self-reported gains, and institutional data, we examined student outcomes in three conditions: control, mCURE, and cCURE courses. We also examined whether there was a differential impact on student outcomes by Minoritized Group status. Our findings show that students from Minoritized Groups have improved scientific literacy compared to their White/Asian peers in the cCUREs, whereas students from Minoritized Groups in the control course had lower relative scientific literacy. There was no significant difference in STEM Career Interest between the three conditions. Most significantly, the one-year retention rate of students from the mCURE condition was 24% higher than that seen among control students. Furthermore, retention of students from Minoritized Groups in mCUREs was significantly higher than in control courses, whereas no significant difference was observed in White/Asian students. Taken together, these data suggest that CUREs can be an impactful practice in introductory courses at CCs, especially for students from Minoritized Groups.

Content knowledge attainment in English medium instruction: Does academic English literacy matter?

This study investigates the relationship between students’ English language proficiency, their reported levels of academic English literacy, prior content knowledge and their attainment of content knowledge in English medium instruction (EMI). The study also examines students’ perceptions of difficulties with academic English literacy at different levels of English language proficiency. Pre-course and post-course content tests were administered to 27 EMI students in an introductory Chemistry course at a university in Tokyo, Japan. The test results were triangulated with data from a quantitative measure of reported academic literacy and follow-up interviews to explore perceptions of ease and difficulties for academic language skills (i.e. reading, listening, speaking and writing). The quantitative findings indicated that students’ proficiency statistically significantly predicted post-test scores. Interviews with students corroborated this finding, illustrating the specific difficulties in academic language literacy faced by students with lower proficiency. However, proficiency alone did not determine success as other factors, such as previous exposure to EMI and prior content knowledge, played significant roles. The study found a non-linear relationship between reported difficulties with academic English literacy and test outcomes, indicating that students who reported fewer academic difficulties were not necessarily more successful in gaining content knowledge than those facing significant challenges in academic language tasks. The findings emphasise that academic support in EMI programs should not solely focus on test outcomes but also address the broader challenges students face with academic English literacy. Implications are discussed regarding language support, EMI curriculum planning and future research directions.

Promotion of Student Success and Positive Chemistry Course Perception through Frequent Metacognitive Reporting.

Explicit metacognitive interventions in undergraduate chemistry courses have been shown to improve student outcomes. Less studied have been the outcomes of students who implicitly and frequently practice metacognition and the resultant effects on the student-instructor relationship. In this project set within a large enrollment introductory chemistry course, we elevated student voice and enhanced student-instructor communication through weekly metacognitive reporting to study the characteristics of reporting students and their perceptions of the effects of metacognitive reporting. Data on course success and gender of reporting relative to non-reporting students were quantitatively analyzed using standard statistical techniques. Inductive thematic coding was used to qualitatively assess student responses to open-ended post-survey questions on perceived value of metacognitive reporting. Reporting students finished the semester with a final course grade point average 0.64 points higher than non-reporting students. In addition, reporting students were more successful (more ABC grades) than non-reporting students though small effect sizes and lack of directional causality limit data interpretation. However, female students tended to engage in reporting at a higher rate than did male students. Metacognitive reporting helped to establish a more positive and productive student-instructor relationship via enhanced student communication (i.e., student voice) that informed just-in-time teaching modifications. Students indicated that the metacognitive reporting assisted them in focusing their studies on more challenging topics and in modifying their study habits. In addition, students recognized that their instructors were reading and responding to the reports, which improved overall student-instructor interactions and their view of the instructor as beneficent. Based on these findings, it is recommended that instructors create frequent, low-stakes assignments built into the course structure to support their students' implicit use of metacognition with the broad goal of growing metacognitive strategies over time.

Team-Based Learning in a Senior-Level Forensic Chemistry Course: Team Gains, Contribution to Individual Achievement, and Students’ Feelings

Despite intensive practices and promising reports on Team-Based Learning (TBL), three issues remain questionable: its contribution to overall academic performance, the team’s gain relative to individual members’ scores, and how students of different achievement levels perceive their academic gains. This mixed-methods research examines team gains, individual achievement on final examinations, and students’ feelings using data from individual readiness assurance tests (iRATs), team readiness assurance tests (tRATs), peer evaluations, class attendance, GPA, final examinations, interviews, and student perceptions of instruction. Quantitative data were analyzed using basic statistics and multiple regressions, while qualitative data were examined through inductive thematic analysis. Results indicated that all teams outperformed their highest-scoring members, suggesting higher achievers still benefited from TBL. Additionally, iRATs and class attendance positively impacted final examination performance, whereas tRATs had a negative impact. Peer evaluations and GPA did not significantly affect final examination performance. The thematic analysis revealed similar perceptions of gains among students, despite some challenges and frustrations.

The Effect of Teaching Factory-Based Learning Method on the Industrial Chemistry Course

This study aims to examine the effect of the Teaching Factory-based learning method on students' understanding in the Industrial Chemistry course. The Teaching Factory method is a learning approach that integrates industrial practical experience with the theory taught in class, allowing students to acquire skills relevant to the workforce. This study uses an experimental design with two groups: the experimental group, which follows the Teaching Factory-based learning method, and the control group, which follows the conventional learning method. Data were collected through pre-tests and post-tests to measure students' understanding. The results show that the experimental group, which followed the Teaching Factory method, experienced a significant improvement in understanding, with an average difference in pre-test and post-test scores of 19.80 (p-value = 0.000), while the control group only showed a small improvement with a score difference of 5.85 (p-value = 0.020). Practical observation indicated that students in the experimental group were more skilled in performing industrial process simulations compared to the control group. Additionally, the results of the questionnaire showed higher satisfaction levels in the experimental group (average score of 4.2) compared to the control group (average score of 3.4). Based on these results, it can be concluded that the Teaching Factory-based learning method has a positive and significant impact on improving students' understanding in the Industrial Chemistry course and the practical skills relevant to the industrial world. This study recommends implementing this method more widely in higher education, especially in courses directly related to industrial processes.

Student success and experience in a flipped, senior physical chemistry course spanning before and after the COVID-19 pandemic

A flipped classroom is typically one where some of the instruction occurs asynchronously prior to the scheduled synchronous meeting between students and the instructor. Since 2000, they have gained substantial popularity especially in STEM fields where they have been shown to have increased exam scores and reduce the number of students who fail. In the university setting, many of these studies have been performed in lower division courses. Very few studies have been conducted in senior physical chemistry courses resulting in very little data being collected on this instructional technique at this level. The purpose of this study is to assess student outcomes when flipped classroom techniques are implemented in a senior physical chemistry course. In our flipped classroom, students were expected to watch lecture videos and complete preparation exercises created by the authors prior to coming to class. Then in class, a just in time teaching model was employed prior to students working in groups to complete activities created by the authors. Seven quizzes were performed individually and in groups while three midterms and a cumulative final exam were performed individually. Grade, student opinion questionnaires and survey data collected over seven semesters from Fall 2017 to Spring 2022 will be presented. Our findings indicate that there was only one semester out of seven where the average GPA of the students was significantly higher than the control class which was taught in a traditional lecture style. According to student surveys, the students focused on the importance of the preparation questions and dismissed the importance of completing activity/homework problems given that preparation activities were assigned credit while homework was not. Given that the in-class activities/homework questions resembled the material in assessments like quizzes, midterms and final exams, while preparation questions were scaffolded formative problems meant to introduce students to the concepts to be studied during the synchronous lecture, an important link between course concepts and material on summative assessments was not made. Future changes to address this issue will be discussed as well as how COVID-19 affected students during the pandemic as well as flipped classroom instruction.

A ARGUMENTAÇÃO EM DIAGRAMAS HEURÍSTICOS ELABORADOS POR GRADUANDOS EM QUÍMICA A PARTIR DA RESOLUÇÃO DE PROBLEMAS DE CARÁTER EXPERIMENTAL

THE ARGUMENTATION IN HEURISTIC DIAGRAMS DEVELOPED BY CHEMISTRY STUDENTS BASED ON THE RESOLUTION OF EXPERIMENTAL PROBLEMS. The ability to argue is essential for the education of students, as it is fundamental to the presentation of ideas on a given topic. Several methods have been proposed in studies that support the development of argumentation in different teaching contexts, such as the heuristic diagram. It allows the organization and recording of activities that enable critical reflection through the analysis of the language used to express ideas. In this perspective, the diagrams produced for solving problems in an experimental chemistry subject offered in an undergraduate chemistry course were analyzed. Toulmin’s argument pattern was used as a basis to identify the structure of the arguments produced, and then, the quality of the arguments was evaluated. The results of the analysis showed a principle of progress in the argumentative capacity of undergraduates with the development of activities, verified by the presence of elements in students’ texts that, when present, validate an argument. Thus, the results can contribute to other researches in the field of chemical education by favoring a teaching process that considers the development of initial argumentative ability in the formation of students.

Self-regulated learning strategies for success in an online first-year chemistry course

During their first year of study at university, many students encounter challenges in developing learning strategies that align with success in the courses in which they are enrolled. The emergence of the COVID-19 pandemic heightened the challenges as universities were compelled to transition to online learning. Therefore, this study investigated the self-reported use of learning strategies in a first-year chemistry course delivered online due to the COVID-19 pandemic to identify learning strategies associated with success. Grounded in self-regulated learning (SRL) theory, a case study approach with an explanatory mixed methods design was adopted. Quantitative data were collected using a hybrid of the Motivated Strategies for Learning Questionnaire and the Online Self-regulated Learning Questionnaire. Follow-up open-ended questions were emailed to the students for the qualitative part of the study. Statistical analysis of the quantitative data was performed using SPSS and RUMM2030, while thematic analysis was applied to the qualitative data. Students reported more frequent use of SRL strategies of environment structuring, effort regulation, and elaboration. Conversely, critical thinking, task strategies, help-seeking, and peer learning were reportedly used less often. SRL strategies linked with success in the course were identified as effort regulation, goal setting, and time management. The findings from the qualitative data revealed an impact of online learning due to the pandemic on the use of peer learning and help-seeking strategies. The paper discusses the implications of these findings for educational practices, particularly in the context of hybrid learning in the post-pandemic era.

Exploring the association between communicating about NMR spectra and acute awareness of stigma attached to one's gender among women in postsecondary organic chemistry courses

Women report that they must conform to masculine behavioral norms to progress in chemistry, with the necessity of adopting such norms pushing them from the field. Advancing gender-based equity within chemistry will thus entail identifying these norms, deconstructing them, and, ultimately, redefining them to be inclusive of all individuals. To support these efforts, this study investigates whether engaging in a traditional nuclear magnetic resonance (NMR) communication task versus a similar task with multiple identity-safe cues differentially impacts individuals’ gender stigma consciousness, or the extent to which individuals are acutely aware of stigma attached to their gender. Undergraduates (n = 543) enrolled in Organic Chemistry II at a large university in the southeastern United States completed an online NMR communication task followed by a version of the Social Identities and Attitudes Scale (SIAS) modified for use in chemistry learning environments (i.e., the SIAS-Chem). Participants were randomly assigned to one of two prompt groups prior to task completion: one group was told the task evaluates their NMR communication ability, and the other group was told the task was non-evaluative and used to understand the different ways people communicate. The results provide initial psychometric evidence of the SIAS-Chem's functionality and measurement invariance across prompt groups, providing preliminary support for its use in identifying chemistry practices that are potentially exclusionary of women. Further, women who were told the task evaluates NMR communication ability reported greater gender stigma consciousness on the SIAS-Chem compared to women who were told the task was non-evaluative, while there is no evidence of men scoring differently across prompts. Gender stigma consciousness was also associated with confidence during task completion among women who were told the task was non-evaluative. The findings have implications for the design of equitable assessments and instruction on NMR spectroscopy and future research on communication styles in chemistry.

CONCEITOS EM CRISTALOGRAFIA ESTRUTUAL: UMA ABORDAGEM COMPREENSIVA DA LEI DE BRAGG E DO FATOR DE ESTRUTURA

CONCEPTS IN STRUCTURAL CRYSTALLOGRAPHY: A COMPREHENSIVE APPROACH TO BRAGG’S LAW AND THE STRUCTURE FACTOR. It is not uncommon that as a chemistry course progresses, along with the deepening of the content studied, the tendency of not carefully revisiting the foundations of the concepts covered and deepened also increases. The understanding of the structure of matter that develops throughout the course, starting from the first concepts of atomic theory, going through chemical bonds, molecules, intermolecular interactions to the study of how matter is aggregated in the solid state, is an example of knowledge that grows in depth and complexity. In this context, crystallography presents itself as a vast interdisciplinary area that contributes to understanding the matter. This article explores fundamental mathematical, historical, chemical, and physical concepts, connecting them to offer a more comprehensive and logically coherent understanding of key crystallography principles.

Design, development, and evaluation of the organic chemistry representational competence assessment (ORCA)

This paper describes the design and evaluation of the O̲rganic chemistry R̲epresentational C̲ompetence A̲ssessment (ORCA). Grounded in Kozma and Russell's representational competence framework, the ORCA measures the learner's ability to interpret, translate, and use six commonly used representations of molecular structure (condensed structures, Lewis structures, skeletal structures, wedge-dash diagrams, Newman projections, and chair conformations). Semi-structured interviews with 38 first-semester organic chemistry learners informed the development of the ORCA items. The ORCA was developed and refined through three pilot administrations involving a total of 3477 first-semester organic chemistry students from multiple institutions. The final version of the ORCA was completed by 1494 students across five institutions. Various analyses provided evidence for the validity and reliability of the data generated by the assessment. Both one-factor and three-factor correlated structures were explored via confirmatory factor analysis. The one-factor model better captured the underlying structure of the data, which suggests that representational competence is better evaluated as a unified construct rather than as distinct, separate skills. The ORCA data reveal that the representational competence skills are interconnected and should consistently be reinforced throughout the organic chemistry course.

Investigation and Implementation of Theoretical Teaching Reforms in the Water Environmental Chemistry Course

"Water Environmental Chemistry” is a crucial component of Environmental Chemistry and serves as an elective course in the field of Water Supply and Drainage Science and Engineering. This article systematically examines the existing issues in the current teaching process from multiple perspectives and proposes targeted directions for future teaching reforms. These reforms aim to reflect professional characteristics and enhance the quality of applied talent cultivation. Post-reform, the course is expected to boost the enthusiasm and initiative of students for learning, improve their problem-solving abilities, and establish a solid foundation for their future career in Water Supply and Drainage Science and Engineering.

PENSAMENTO QUÍMICO E AS HABILIDADES COGNITIVAS DE ESTUDANTES EM UMA AULA EXPERIMENTAL

The inclusion of experimentation in Chemistry classes represents a pedagogical tool to improve the understanding of concepts, enabling students to establish connections between content and scientific practices. Through experimentation, it is possible to enrich the learning experience by stimulating the development of students' chemical thinking and cognitive skills. In this study, we analyzed the different levels of cognitive skills demonstrated by students in a Chemistry course when answering questions provided during an experimental activity. We also investigated whether these levels are related to the variables of progress in chemical thinking. Data were collected in a course taught for the final year of an undergraduate Chemistry course at a university in the southern region of Brazil. Data analysis was conducted according to the principles of content analysis. Data collection included several documents, such as the pre- and post-experiment questions present in the class outline, as well as the written answers of the undergraduates to these questions. The questions and the students' answers were categorized into different levels of cognitive skills. In addition, the students' answers were categorized according to the variables of progress in chemical thinking. We found that the activity allowed students to move through different variables and demonstrate levels of higher-order cognitive skills. We identified connections between the levels of cognitive skills in the students' responses and the levels of the questions. Finally, we propose a model that integrates different levels of chemical knowledge, distinct cognitive skills, and the variables of progress in chemical thinking, allowing teaching and learning in Chemistry to transcend the mere assimilation of information, encompassing an in-depth understanding of the nature of chemistry.

Teaching Principal Component Analysis in the Course of Analytical Chemistry: A Q&A Based Heuristic Approach

Teaching Principal Component Analysis in the Course of Analytical Chemistry: A Q&A Based Heuristic Approach

Do we know the chemical bond? A case for the ethical teaching of undefined paradigms

Abstract The chemical bond is the biggest paradigm in chemistry. But at the same time it is notoriously complex to define it. Under the assumption that knowing what we do not know makes better students and lecturers, we succinctly describe three approaches to define the bond (energetic, structural, and orbital), their advantages and especially their failures. We propose that these definitions, including their theoretical, practical and even philosophical issues, should be taught to advanced undergraduate chemistry students as an essential introduction to the chemical bond module of quantum chemistry courses. This is a controversial topic due to the lack of consensus in the chemical bond community over this heavily disputed topic and the conflicting pedagogical approach; however, and maybe because of this controversy, the teaching of the definitions of the chemical bond including their open questions and challenges can be positively instructive. Moreover, we propose that teaching the uncertainties of chemistry, especially in relation to the paradigmatic chemical bond, is an ethical matter.

Ethics within chemistry education: options, challenges and perspectives

Abstract Ethics considerations are necessary in all human activities. They are particularly important for activities that impact on human wellbeing and society. Chemistry has paramount impacts because of the extensive presence of chemistry-based items in everyday life and their eventual impacts on the environment, which, in turn, affect human beings because humans live in the environment and depend on it. Therefore, it is important to include ethics considerations in chemistry education at all levels and – to a larger extent – in the preparation of chemistry specialists. The present work analyses the main challenges associated with the incorporation of ethics into chemistry courses, and outlines possible promising approaches. When considering chemicals, the major ethical-type terms could be the benefits from their use and the possible harms to human beings or the environment: therefore, the “doing good” ethical concept can be associated with maximising the former and minimising the latter. The ways in which benefits or harms occur can be analysed in terms of the nature of selected chemicals, their usage modes, the routes through which they may enter the environment, and the undesirable effects they may cause through inappropriate usage or through their presence in the environment.

Are Traditional Chemistry Courses Male-Gendered?

Are Traditional Chemistry Courses Male-Gendered?

Implementation of a Specifications Grading System in Four Upper Division Chemistry Courses

Implementation of a Specifications Grading System in Four Upper Division Chemistry Courses

Comparison of the Effects of Metacognition Instruction, Voices of Role Models, and the Synergy of the Interventions on Students’ Achievement Scores and Perceived Belonging in a General Chemistry Course

Comparison of the Effects of Metacognition Instruction, Voices of Role Models, and the Synergy of the Interventions on Students’ Achievement Scores and Perceived Belonging in a General Chemistry Course