Chemistry Teaching Laboratory Research Articles

Small-Scale Synthesis of Dibenzyl Ketone for the Organic Chemistry Teaching Laboratory

Small-Scale Synthesis of Dibenzyl Ketone for the Organic Chemistry Teaching Laboratory

Can ChatGPT Enhance Chemistry Laboratory Teaching? Using Prompt Engineering to Enable AI in Generating Laboratory Activities

Can ChatGPT Enhance Chemistry Laboratory Teaching? Using Prompt Engineering to Enable AI in Generating Laboratory Activities

Evaluating the level of inquiry in postsecondary instructional laboratory experiments: results of a national survey

A national survey on chemistry instructional laboratories was administered to faculty members at four-year postsecondary institutions in the United States for the purpose of exploring levels of inquiry-based instruction implemented in laboratory courses. Respondents were asked to rate the level of choice their students had in deciding six key characteristics of the experiments used in their course (e.g., what research questions to explore); the more choices students get to make, the more inquiry-based instructional experience. MANOVA and post hoc analyses suggest that there are differences in the level of inquiry across chemistry course levels; lower-level courses (i.e., general chemistry and organic chemistry) implement lower levels of inquiry-based laboratory instruction compared to upper-level courses (i.e. more chemistry major-focused courses). We found no evidence of association between the level of inquiry courses and institutions’ highest chemistry degree awarded, American Chemical Society approval to award certified bachelors degrees, or external funding to transform postsecondary chemistry courses. Our study contributes to the chemical education community's growing understanding of the state of postsecondary chemistry laboratory instruction. Results further suggest that there is an opportunity for faculty members and department leaders to reflect on their instructional laboratory courses and implement more inquiry-based instructional laboratory experiences across the entirety of the postsecondary chemistry curriculum.

Application of Green Chemistry Principles in University Polymer Chemistry Laboratory Teaching

Application of Green Chemistry Principles in University Polymer Chemistry Laboratory Teaching

Exploration of the Preparation and Characterization of Nano Barium Titanate and Its Application in Inorganic Chemistry Laboratory Teaching

Exploration of the Preparation and Characterization of Nano Barium Titanate and Its Application in Inorganic Chemistry Laboratory Teaching

Exploration of Student-Centered Polymer Chemistry Laboratory Teaching Model

Exploration of Student-Centered Polymer Chemistry Laboratory Teaching Model

Utilizing the Imine Condensation in Organic Chemistry Teaching Laboratories to Reinforce Steric Effects, Electronic Effects, and Green Chemistry Principles

Utilizing the Imine Condensation in Organic Chemistry Teaching Laboratories to Reinforce Steric Effects, Electronic Effects, and Green Chemistry Principles

Science4Exit Project - Experimental Escape Games with Digital Enrichment in an Extracurricular Learning Venue

Exit games, escape games or escape rooms are innovative formats for teaching chemistry and for learning and applying scientific content. In the project "Science4Exit" experimental escape games with digital enrichment are developed, tested and evaluated. They will be carried out in the teaching and learning laboratory of chemistry at the University of Education in Weingarten.
 One of the project's goals is to increase pupil’s motivation for science topics and interest in STEM subjects, as well as to improve the application of knowledge acquired in school. It also promotes 21st century skills (creativity, collaboration, communication, critical thinking and problem-solving) by embedding them in a game-based context. When playing escape games in the chemistry teaching and learning laboratory Ex³lab, experimental ways of knowing and solving are essential to reach the goal. As in classical or combinatorial puzzles, the result of an experiment is needed to unlock the next challenge. Escape games are partly digitally guided (e.g. by Actionbound, H5P) or digitally enriched with different technologies as needed (AR, explanatory videos, etc.). The Escape Games developed are used so that pupils can deal with scientific content in a playful and experimental way during a visit to the teaching and learning laboratory. They are supervised by student teachers as part of their studies. An escape game on energy supply and climate protection as well as building blocks for further developed escape games are presented below.

Measuring University Students’ Safety Perception, Awareness and Attitude in Chemical Teaching Laboratory

This study aims to evaluate the laboratory safety perception, awareness and attitude of undergraduates toward the chemistry teaching laboratory by means of a self-administered questionnaire. The survey contains a sample size of 959 undergraduates in Tianjin University of Technology involving four schools. Instrument reliability and validity are also tested. The results show that most of the students have a more positive laboratory environmental perception and safety awareness. However, the laboratory safety attitude needs improvement. In addition, there is a significant difference for both gender and school. This result could lead to the improvement of the subsequent safety education.

Integrating chemistry laboratory–tutorial timetabling with instructional design and the impact on learner perceptions and outcomes

For chemistry, where learners are required to integrate experimental observations with theoretical knowledge, laboratory work appears to be a viable instructional strategy. However, research has shown that chemistry laboratory instruction often fails to live up to its potential. The scheduling practice in higher education (HE) separating theory lessons and practical work into temporally disjointed sessions could exacerbate the theory–laboratory disconnect. This paper continues an earlier work, in which integrated schedules of chemistry tutorial and laboratory classes were implemented in two general chemistry courses in a freshman chemical engineering programme. Traditionally separate tutorial and laboratory classes were chained into 3 hour blocks in the experimental classes. Worked examples, group presentations and course materials designed as a merged package to connect theory with practical work were implemented for selected tasks in integrated teaching. Prior ability was measured based on previous titration experience or grades in earlier general chemistry courses. Lesson experiences were collected on the validated Meaningful Learning in the Laboratory Instrument (MLLI) (Galloway and Bretz, 2015). Block (or integrated) and traditional learners performed equally on theory tests, but integrated learners scored higher on a titration skills assessment. The origin of differences in skills performance could not be ascertained conclusively. Perceptions across the MLLI domains declined across schedules, with significant losses in the cognitive domain. MLLI scores did not differ by schedules. There is some evidence favouring stronger theory–laboratory connection from the qualitative MLLI data and the focus group interviews, although cognitive overloading may adversely impact low ability learners. This work showed that block scheduling does not affect the chemistry skills-set equally, which opens the topic for future research. Suggestions for future implementation of chemistry block teaching were also proposed.

Experimental Design for the Preparation of Composite Solid Electrolytes for Application in All-Solid-State Batteries: Exploration of Comprehensive Chemistry Laboratory Teaching

Experimental Design for the Preparation of Composite Solid Electrolytes for Application in All-Solid-State Batteries: Exploration of Comprehensive Chemistry Laboratory Teaching

Reform and Practice of Environmental Chemistry Laboratory Teaching under the Background of Emerging Engineering Education

Reform and Practice of Environmental Chemistry Laboratory Teaching under the Background of Emerging Engineering Education

Exploration of Safety Management and Practice in University Chemistry Laboratory Teaching

Exploration of Safety Management and Practice in University Chemistry Laboratory Teaching

Influence of Chemistry Learning Motivation on Freshmen’ Laboratory Safety Perception

Laboratory safety education is an important part of basic chemistry laboratory teaching. The lack of chemistry learning motivation among freshmen affects the implementation of laboratory safety literacy. This work investigates the influence of chemistry learning motivation on the safety perception as reflected in the safety motivation, safety participation, and safety awareness and attitude among the freshmen at Tianjin University of Technology. The results show that there are significant differences among freshmen in gender, major, and area of origin. The results indicate the existence of a positive correlation between internal motivation and other factors of safety motivation, safety participation, and safety awareness and attitude. Finally, we concluded that the improvement of chemistry learning motivation contributes to the increase in safety perception in laboratories. Based on the data mentioned above, some improvement strategies are recommended for the subsequent safety education and management.

A Survey of the Practices, Procedures, and Techniques in Senior Secondary School Chemistry Teaching Laboratories

A survey was conducted in various senior secondary schools of Rajasthan State that teach chemistry at senior secondary level and conducts chemistry practicals in laboratories in the India. The data include results from over 27 schools, describes the current practices, procedures and techniques used at these schools, and discusses the statistical results such as the adaptability of laboratories performed, the chemical techniques applied, the instrumentation/chemicals available, the laboratory equipment used, the chemistry practicals covered, the way they conducted and performed . The results provide a “snapshot” of the current state of the senior secondary school laboratory teaching chemistry practicals.

The Postsecondary Inorganic Chemistry Instructional Laboratory Curriculum: Results from a National Survey

A national survey of chemists (n = 174) explored the self-reported format and focus of postsecondary inorganic chemistry instructional laboratory curricula. Multiple instructional laboratory course formats were observed, including stand-alone inorganic chemistry instructional laboratory courses, inorganic chemistry laboratory instruction as a component of a multidisciplinary instructional laboratory course, and the absence of an inorganic chemistry instructional laboratory experience. Additionally, the types of synthetic, characterization, and purification methods, as well as the professional skills addressed in the surveyed courses, varied greatly. The results of this work have direct implications as a “current state of the curriculum” description for inorganic chemistry educators designing and revising instructional laboratory courses. Additionally, these results speak to (1) the need for professional organizations to reinforce the importance of postsecondary inorganic chemistry in the chemistry major curriculum, (2) the demand for quality curricular materials that are easily adaptable to multiple instructional laboratory contexts, and (3) the call for further research on how the inorganic chemistry (and broader chemistry) instructional curriculum is enacted.

The Chemistry Teaching Laboratory: A Sensory Overload Vortex for Students and Instructors?

Engaging in laboratory practical activities, developing laboratory practical skills, and, to a degree, even wearing laboratory protective equipment such as safety coats and goggles are all quintessential components of chemistry education. It is becoming quite common for institutions to invest in large-scale chemistry teaching laboratories, filling them with cutting-edge technology, chemicals and apparatus, digital learning tools and laboratory furniture. It is also becoming quite common for educators to develop and execute well considered, research-based approaches to learning and teaching in the laboratory. However, despite such grand and admirable commitments and ambitions, there seems to be little acknowledgment of just how difficult it can be for some to be a room that is so noisy, bright, odorous and surrounded by hazards, risks, chemicals, glassware, electricity, gas, naked flames, eye washes, body showers, fume hoods─the list goes on. While sensory overload issues were once associated with psychiatric mental disorders such as Autism, Schizophrenia, and Attention Deficit Hyperactivity Disorder, it is now becoming known that anyone, regardless of whether they have a psychiatric mental disorder, can experience sensory issues for a variety of reasons. As such, while the chemistry teaching laboratory and all its sense-demanding intricacies might be manageable for some, for other students and instructors akin who experience sensory overload issues, it can be a most-unnerving environment to be in, let alone to think about chemical concepts. The purpose of this Article is to review literature on the concept of sensory overload, consider some research on sensory overload, and identify how this may implicate chemistry laboratory education.

Keep Pace with the Times to Do a Good Job in the Construction and Management of Experimental Chemistry Teaching Laboratory

Keep Pace with the Times to Do a Good Job in the Construction and Management of Experimental Chemistry Teaching Laboratory

Electrooxidative Cross-Coupling with Hydrogen Evolution to Construct C—N Bonds: Design and Exploration of Electrochemical Technology in Organic Chemistry Laboratory Teaching

Electrooxidative Cross-Coupling with Hydrogen Evolution to Construct C—N Bonds: Design and Exploration of Electrochemical Technology in Organic Chemistry Laboratory Teaching

Test to Promote Practice with Flipped Classroom:A Case Study of the First Experiment of Inorganic Chemistry Laboratory Teaching

Test to Promote Practice with Flipped Classroom:A Case Study of the First Experiment of Inorganic Chemistry Laboratory Teaching