First-year Chemistry Students Research Articles

Metacognitive problem solving: Exploration of students’ perspectives through the lens of multi-dimensional engagement

Solving chemical problems entails content knowledge and mastery of problem-solving processes. However, students sometimes lack metacognitive processes required for problem solving in chemistry. This study investigated how first-year chemistry students...

Development of problem-solving skills supported by metacognitive scaffolding: insights from students’ written work

Despite problem solving being a core skill in chemistry, students often struggle to solve chemistry problems. This difficulty may arise from students trying to solve problems through memorising algorithms. Goldilocks Help serves as a problem-solving scaffold that supports students through structured problem solving and its elements, such as planning and evaluation. In this study, we investigated how first-year chemistry students solved problems, when taught with Goldilocks Help, and whether their problem-solving success and approaches changed over the course of one semester. The data comprised of student written problem-solving work, and was analysed using frequency analysis and grouped based on the problem-solving success and the extent of the demonstrated problem-solving elements. Throughout the course of semester, students exhibited increasingly consistent demonstration of structured problem solving. Nonetheless, they encountered difficulties in fully demonstrating such aspects of problem solving as understanding and evaluating concepts, which demand critical thinking and a firm grasp of chemistry principles. Overall, the study indicated progress in successful and structured problem solving, with a growing proportion of students demonstrating an exploratory approach as time progressed. These findings imply the need for incorporation of metacognitive problem-solving scaffolding, exposure to expert solutions, reflective assignments, and rubric-based feedback into wide teaching practice. Further research is required to extend the exploration of the effectiveness of metacognitive scaffolding, in particular via think-aloud interviews, which should help identify productive and unproductive uses of the problem-solving elements.

Project digiSTAR – digital augmented Science Teaching and Research

This paper introduces the digiSTAR project, whose primary focus is on bridging the digital gap in undergraduate studies, which arises between the now digitalized schools and the technology-driven master’s programs at universities when undergraduate courses are taught in a more traditional and less digitalized way, by providing teaching-learning modules and digital resources. The second goal is to provide pre-service science teachers with authentic learning opportunities for designing and testing lessons and (peer) feedback on their own developments, in accordance with the DiKoLAN framework, which characterizes digital competencies for teaching in science education. Initial results of the first design-based research cycle, based on a survey of first-year chemistry students, showed that chemistry students have difficulty understanding the physical fundamentals of quantum chemistry needed to understand topics such as molecular orbital theory. These challenges can potentially be eased through the implementation of innovative digital modules, which have been and will be created by teacher students enrolled in the Master of Education program. The project digiSTAR aims to establish a collection of digital modules designed for first-year science courses, with the long-term vision of extending this endeavour to encompassing a broader range of academic disciplines to address and reduce the digital gap.

Chemistry Students' Mathematics Ability and Their Understanding of Buffer Solution

Mathematics's role in solving chemical phenomena has been well known. Basic mathematical operations such as integral, logarithm and differentiations are the tools for communicating chemistry concepts. This paper describes the effect of chemistry students' mathematical ability on understanding buffer solutions. 56 First-year university chemistry students at a public University in Malang, East Java, taking basic chemistry modules involved in this study. The respondents participated on a voluntary basis after getting a piece of comprehensive information about the study. An equivalent basic mathematical skill test (BMST) and Buffer Solution Test (BST) was implemented for data collection. This study found a positive correlation between students' mathematical ability and success in answering relevant buffer solution questions. The contribution of mathematical knowledge in predicting chemistry students' success in answering relevant buffer solution questions was also essentially high.

Uncovering Students’ Genuine Misconceptions: Evidence to Inform the Teaching of Chemical Kinetics

The aim of this study is to investigate first-year university students’ misconceptions in chemical kinetics by analysing data obtained from the four-tier diagnostic instrument of chemical kinetics (FTDICK). 335 first-year chemistry students from two Indonesian and one UK universities participated in this study. The procedure described here is the first of its type to ensure those misconceptions are genuine. Numerous genuine misconceptions within chemical kinetics were revealed among first-year chemistry undergraduates. Although many of the misconceptions found here concur with those results previously published using other instruments, some novel findings were uncovered. These misconceptions can be attributed to a variety of factors including mathematical weakness, carelessness and difficulty in interpreting and extracting information from diagrams, graphs and other non-textual information. On the basis of the results from this study we make some recommendations for improving the effectiveness of chemical kinetics’ teaching at this level.

Digitalization of Multistep Chemistry Exercises with Automated Formative Feedback

For various reasons, students receive less formative feedback at post-secondary institutions compared to secondary school. Considering feedback as one of the most important influencing factors on learning processes, formative feedback is a promising approach to improving students’ performances. In this context, new technologies, such as learning management systems (LMS) or intelligent tutoring systems (ITS), can make a valuable contribution to improving higher education teaching by providing automated and individualized error-specific just-in-time (JIT) feedback. However, the digitalization especially of paper-based open-ended tasks that can be used by LMS is currently still associated with a loss of quality. In this paper, we present an approach that allows us to transfer open-ended paper-based tasks in the field of chemistry into online tasks without losing quality and provide large university courses with automated and individualized error-specific JIT feedback. Results of a study of 238 first-year chemistry students reveal that the automated individualized error-specific JIT feedback had a significant positive influence on students’ performance.

“Design a Sensor”: Implementation of Entrepreneurial-Minded Learning in Undergraduate General Chemistry

This article describes the design and implementation of a sensors-based entrepreneurial-minded learning (EML) module in a large (>150 students) first-year General Chemistry II course. Students worked in groups create a novel sensor that solves an existing scientific problem or improves upon an existing sensor. Students proposed and explained the chemical background of their sensors as well as presented their final products to the class in the style of a brief elevator pitch. This module necessitates that students think innovatively, integrate knowledge from varied sources, and collaborate with their peers. The aim of implementing this EML module is to spur creative thinking, innovation, and entrepreneurial learning among first-year undergraduate chemistry students. We conducted course surveys to gauge students’ reception of this module and found that the majority of students enjoyed this activity and learned valuable skills from their experience. Moving forward, we advocate that these and similar learning modules are implemented in large, introductory course settings due to the many benefits that they offer to students.

Use of Interrupted Case Studies to Teach Scientific Communication: Examples from the Effects of Mining on Water Resources in Brazil

The mining industry in Brazil, despite contributing to economic growth, is one of the human activities that negatively impacts the environment. This situation can be contextualized in discussions of several curricular chemistry topics. One way in which science, technology, society, and environmental issues can be discussed in classes is through case studies. This article reports on three interrupted case studies, based on research articles, which were developed and implemented in a Scientific Communication Course offered to first-year undergraduate Chemistry students at the University of São Paulo, Brazil. During two sessions of this course, students, divided in groups, developed hypotheses, chose sampling points and equipment for instrumental analyses, and evaluated data provided in the case studies. Results from a Descending Hierarchical Classification Analysis of oral presentations, performed on IRAMUTEQ software, and from a quiz containing 11 true or false statements (response rate of 79%) provide evidence for the effectiveness of the case studies for conceptual understanding of different topics in chemistry, such as heavy metals, sediments, and principles of instrumental chemical analysis, and for the development of communication and oral presentation skills.

Pictorial based learning: Promoting conceptual change in chemical kinetics

This study aimed to examine the effect of pictorial based learning (PcBL) on conceptual change in the topic of chemical kinetics. The four-tier instrument (FTDICK) previously developed was deployed to map conceptual change within chemical kinetics concepts. First-year chemistry students at an Indonesian university formed an experimental and a control group. The experimental group experienced the PcBL approach while the control one experienced direct instruction (DI). The conceptual changes demonstrated by the two groups are classified into four categories, namely complete, partial, false and random. Complete conceptual change (CCC) had the highest occurrence rate among the four categories. However, generalising that PcBL and DI are influential in promoting conceptual change in the field of chemical kinetics may be too ambitious. Therefore, further research is needed to reach that conclusion. The effectiveness of PcBL and DI in promoting conceptual change in this study was almost equal. However, in answering the FTDICK questions, the PcBL students showed a better performance reflecting more sound scientific understanding than DI students did.

Mixed-methods exploration of students’ written belonging explanations from general chemistry at a selective institution

This exploratory, mixed-methods study examines first-year general chemistry students' written responses on a belonging survey. Responses were thematically analyzed to identify students’ sources of belonging, which may help instructors choose effective strategies for enhancing belonging during the transition into college. Qualitative analysis generated a codebook containing 21 codes from 6 categories: Course Attributes, Interest, Perceptions, Social, Student Attributes, and Value. The qualitative coding data were transformed into quantitative frequency data, allowing identification of the most frequent themes across all participants on each of four surveys: early- and late-semester General Chemistry 1 and 2. Additional analyses explored how belonging explanations varied based on student characteristics that might influence their experience of this large introductory STEM course at a selective, high-income, predominantly White institution. Unique sources of belonging were expected to emerge for groups marginalized in STEM (i.e., Black and Hispanic students, women) and groups who might feel discouraged by a selective institutional and course culture (i.e., students with no credit-bearing AP scores, low course grades, or high belonging uncertainty). Results indicate the importance of interest for all participants' course-level belonging. Students' career goals, perceptions of the course content, and social dynamics with peers also proved universally influential. Some patterns were especially pronounced for marginalized or discouraged groups, who were disproportionately likely to discuss social comparisons and interactions, self-evaluate, and describe the utility-value of the course. These groups were also less likely to express positive cognitive and affective engagement in the course. Implications for supporting student belonging throughout the course sequence are discussed.

How to Assess Students’ Structure–Property Reasoning?

This paper describes the design of an instrument to assess secondary school students’ proficiency in structure–property reasoning (SPR). Design criteria for the instrument required that it should be based on a comprehensive model for structure–property reasoning, assess both reproductive and productive use of structure–property reasoning, be cost-effective, and be easy for teachers to adapt to their situation. An unframed and framed sorting task and an unframed and framed mapping task were included in the instrument. It was used to determine the proficiency in structure–property reasoning of two populations: 60 Dutch secondary school students on the preuniversity track and 108 Dutch first-year university chemistry students. Results were analyzed using established statistical techniques, and they confirmed that the SPR-instrument clearly discriminates between preuniversity and first-year chemistry students. The paper concludes by outlining the possibilities offered by the instrument and suggestions for further research.

Photobromination (S<SUB>R</SUB>) and Corresp. S<SUB>N</SUB>1 Reactions – Key Reactions for the Development and the Application of the Concept of Hyperconjugation

This article first describes photochemical bromination reactions of two different reactants proceeding via electron septet intermediates according to the radical substitution reaction mechanism (SR). The case comparison is intended to enable learners – high school or university first-year organic chemistry students – to work out the concept of hyperconjugation, which is very significant for organic chemistry, by intertwining experimental results and theoretical interpretation (of free radical intermediates) closely. Since students often do not succeed in transferring concepts they have already learned from one mechanism to another, the second step will be to transfer and apply the concept of hyperconjugation to carbenium ions as reactive intermediates by means of an analogous experimental case comparison of first-order nucleophilic substitution reactions (SN1).

Molecular Orbital Theory—Teaching a Difficult Chemistry Topic Using a CSCL Approach in a First-Year University Course

Collaboration is regarded as one of the core competences of the 21st century when it comes to complex problem solving. In response to high dropout rates among STEM students, we developed a digital-collaborative intervention on a difficult topic, MO theory, for first-year chemistry students. First, students work independently in a Digital Learning Environment (DLE). Afterwards, they collaborate in small groups and create Concept Maps on MO theory. We evaluate this intervention through knowledge tests, tests of attractiveness, cognitive load, and usability during the DLE and concept mapping process, as well as audio and screen recordings during the collaborative group processes. This paper presents the detailed study design together with results from a first study in January 2021, focusing on the practicability of the intervention and students’ feedback. Overall, each small group succeeded in creating a Concept Map. Students rated all phases of the intervention as attractive, with high usability and low cognitive load, although the interactive videos scored better for attractiveness and usability than the concept mapping process. On that basis, first adjustments for a second cycle of the intervention, which will be conducted in January 2022, were derived.

Introducing the second law of thermodynamics using Legitimation Code Theory among first year chemistry students

This study investigated the introduction of the second law of thermodynamics using the Legitimation Code Theory (LCT) (semantic waves) among first year chemistry students. The aim of the study was to investigate the extent LTC (semantic waves) reduce the entropy concept’s complexity and abstractness when introducing the second law of thermodynamics. A purposive sampling technique was used to sample participants from the accessible population. A sample of two hundred (n = 200) first-year chemistry students was chosen at a public university in South Africa. The study adopted a mixed-method research design. Data were collected using an Introductory Second Law of Thermodynamics Questionnaire (ISLTQ) and semi-structured interviews. Creating semantic waves during the lectures left many students in the trough of the sinusoidal wave of abstractness and complexity. Ranking the concepts related to entropy showed that many students knew the hierarchical order of the concepts. However, the interviews revealed that students tended to link entropy to the spread of particles instead of energy. The findings of this study are diagnostic and they assist module designers in determining the level of abstraction and complexity students face when introducing the second law of thermodynamics.
 
 Key words: Abstraction; complexity; Legitimation Code Theory; second law of thermodynamics; semantic waves.

Contribution of Benchtop NMR Spectroscopy to the Identification of Unknown Liquids Separated by Fractional Distillation

Fractional distillation is part of the essential experimental techniques taught to first-year chemistry students, especially during practical organic chemistry work. The characterization of the distillate generally involves measuring the boiling temperature, the refractive index, or the infrared spectrum. In this paper, an unknown mixture composed of two organic solvents is given to the students in order to be separated by fractional distillation and characterized. To perform this task, benchtop 1H NMR spectroscopy was introduced to complement other analytical methods and to familiarize students with this technique while implementing their reasoning abilities.

The Effect of ‘box-and-bead’ Analogy versus Retrieval-based Learning on Retention in Chemical Kinetics among First-Year Chemistry Students

The study examined the effects of the box-and-bead analogy versus retrieval-based learning on students’ retention and performance in chemical kinetics among first-year chemistry students. A purposive sampling technique was used to sample participants from the accessible population. The sample was made of two hundred and forty-five (n = 245) first-year chemistry students, at a public university, in South Africa. The study adopted a sequential explanatory research design. A chemical kinetics retention test (CKRT) was used for data collection as pre-, post-test and delayed post-test. A reliability coefficient of 0.73 was established using the Kuderson and Richardson correlation moment coefficient. Participants in the two groups were taught using an advanced retrieval instruction approach and the box-and-bead analogy. The results of the study showed no statistical difference in the retention of procedural knowledge and a statistical difference in conceptual knowledge. Overall, students taught using advanced retrieval performed better than the other group. The study underlines the fact that analogy-based instruction can be effective in improving conceptual knowledge using concrete analogues that aid in the retention of chemical kinetics. The findings of this study are diagnostic and they assist module designers in determining the procedural and conceptual knowledge in chemical kinetics retained by students, even after years have passed.

Introducing Atomic Structure to First-Year Undergraduate Chemistry Students with an Immersive Virtual Reality Experience

The present technology report is aimed at demonstrating how the implementation of VR chemistry simulations of atomic structure enhances learning among students. MEL Chemistry VR lessons were incorporated into the classroom for 43 first-year undergraduate ITMO University students. The visualization techniques provided the learners with two important opportunities: (1) connecting the macroscopic and tangible component of chemistry with the submicroscopic component (the real world and the world of molecules) and (2) connecting the submicroscopic component of chemistry with the representational one (atomic structure and orbital diagrams). The results show that implementation of the VR experience into the atomic structure laboratory enhances the learning experience of the students.

Assessing the feasibility of chemical laboratory safety videos

Laboratory activities are inseparable from learning chemistry. Consequently, chemistry students should master several skills in the laboratory, which they might not have it in secondary school. However, there are many potential hazards to be considered in activities in chemical laboratories. The lack of knowledge and experience of first-year chemistry students causes the possibility of accidents in the chemical laboratory higher. Therefore, in this study, chemistry laboratory safety videos were developed and assessed by experts, while questioners and interviews were used to collect the data. The assessment result is that the videos are feasible and ready to use after the input from experts and users are implemented in the developed videos.

Seizing the opportunity: Collaborative creation of academic integrity and information literacy LMS modules for undergraduate Chemistry

With the recent mass shift to an online environment in the university context and increases in course sizes, the need for online learning management system (LMS) content from departments, libraries, and writing services is at an all-time high. In particular, integrated course content is needed that addresses academic integrity and information literacy skills holistically.To ensure that a large number of first-year students would become aware of the resources and services available to them for research, writing, and academic integrity, a partnership between librarians, faculty, and writing support services has produced a series of scaffolded online learning opportunities for first-year undergraduate Chemistry students in their course LMS. The topics collaboratively identified to support students include: academic honesty and integrity, scientific writing, peer review, finding sources, reading academic chemistry articles, and citing using the American Chemical Society citation style.This column will describe and analyze the program development and implementation, make connections to resource development and promotion, and conclude with the limitations and next steps for growth. The developed materials have evolved over the years, and it is hoped that by sharing our experiences, others can see opportunities for online course content development through academic library partnerships.

Investigating first-year undergraduate chemistry students’ reasoning with reaction coordinate diagrams when choosing among particulate-level reaction mechanisms

Reaction coordinate diagrams (RCDs) are an important tool used to visualize the energetics of a chemical reaction. RCDs provide information about the kinetics of the reaction, the mechanism by which the reaction occurs, and the relative thermodynamic stability of the molecules in a reaction. Previous research studies have characterized student thinking about chemical kinetics, including their confusion in distinguishing between kinetics and thermodynamics. Semi-structured interviews were conducted with 44 students enrolled in a second-semester, first-year undergraduate chemistry course to elicit students’ ideas about surface features of RCDs and to examine how students connect those surface features to features of particulate-level reaction mechanisms. Students were provided both a gas-phase reaction and its accompanying RCD, and then they were asked to choose the particulate-level reaction mechanism that best corresponded to both the reaction and the RCD from among several possible particulate-level reaction mechanisms. Students were asked to explain their reasoning throughout the interview. Findings include students who chose the correct mechanism with appropriate reasoning, as well as students who chose the correct mechanism yet still expressed inaccurate ideas related to the surface features of RCDs and the concepts encoded within them. Students struggled to explain and reason with surface features such as peaks, valleys, and peak height. Moreover, students frequently found it difficult to identify meaningful connections between these surface features, the stoichiometry of the reaction, and the steps in a reaction mechanism. In addition, many students failed to mention important features of RCDs when describing their reasoning about the connections between particulate-level reaction mechanisms and RCDs. The implications for incorporating these research findings into teaching practices in first-year undergraduate chemistry contexts are discussed.