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Journal: Journal of Chemical Education

Abbreviation

J. Chem. Educ.

Publisher

American Chemical Society

Journal Volumes

ISSN

0021-9584
1938-1328

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Publications 1 - 10 of 30
  • Identifying Opportunities to Promote Systems Thinking in Catalysis Education
    Item type: Journal Article
    Ravi, Manoj; Puente Urbina, Allen Arturo; van Bokhoven, Jeroen A. (2021)
    Journal of Chemical Education
    While several engineering and science disciplines, including biology and environmental science, have greatly benefited from adopting a systems thinking approach, its extension to chemistry education is a much more recent advancement. The initial body of literature in this direction has largely surveyed the feasibility for systems thinking in general chemistry courses. Herein, we go a step further to explore the possibilities that systems thinking present for the instruction of more advanced chemistry courses, specifically in the context of catalysis education. Since catalysis has conventionally been taught employing a reductionist perspective, we identify the opportunities and challenges for instructors in transitioning to a systems thinking teaching style. We build our analysis in accordance with the principle of constructive alignment, where we systematically address the implications for systems thinking in writing intended learning outcomes, designing learning activities, and formulating student assessments. Through a series of carefully crafted examples in homogeneous as well as heterogeneous catalysis, we illustrate how embracing systems thinking can potentially enable a paradigm shift in catalysis education.
  • Multiple-Choice Questions for Teaching Quantitative Instrumental Element Analysis: A Follow-Up
    Item type: Journal Article
    Schwarz, Gunnar (2023)
    Journal of Chemical Education
    This communication follows up to two previously published manuscripts concerning classroom response systems and multiple-choice questions. Here, more than 250 multiple-choice and true-false items for the basics in quantitative instrumental element analysis with keys and brief explanations are presented. Guidelines for designing questions for exams are revisited for developing exercise material, and the generation of distractors based on responses to open-ended questions is investigated within a routine teaching context.
  • A Multidisciplinary Science Summer Camp for Students with Emphasis on Environmental and Analytical Chemistry
    Item type: Journal Article
    Schwarz, Gunnar; Frenzel, Wolfgang; Richter, Wolfgang M.; et al. (2016)
    Journal of Chemical Education
  • Axisymmetric Liquid Hanging Drops
    Item type: Journal Article
    Meister, Erich C.; Latychevskaia, Tatiana Yu (2006)
    Journal of Chemical Education
  • Instructional Analogies Dominate, Domain-Inherent Metaphors Are Overlooked: A Systematic Review of Metaphorical Mappings in Chemistry Education
    Item type: Journal Article
    Müller, Charlotte H.; Rau, Martina A. (2025)
    Journal of Chemical Education
    Metaphors play a central role in our language. Likewise, they are ubiquitous in the language related to imperceptible concepts including many chemical concepts. The present systematic review investigates what metaphorical mappings chemistry education research has examined. Specifically, we distinguish between instructional analogies designed for learning and domain-inherent metaphors present in chemical discourse. We pose the research questions: (i) what types of metaphorical mappings are present in chemistry education research and (ii) what the main findings of this research are. We find that instructional analogies are the focus of most research on metaphorical mappings with a special emphasis on two target concepts: atomic structure and chemical reactivity. Most analogies aimed to either make these concepts more tangible or to relate them to the specific lived experience of the students. Research on domain-inherent metaphors is limited to the analysis of conceptual metaphors that experts or students employ during problem-solving and textbook analyses, all related to entropy. We conclude that the source domain needs to be accessible to the learner and that they need to be aware of the limitations. One way to ensure that is by introducing multiple analogies. However, given the gaps we uncovered in this review, we recommend that future research should focus on a more comprehensive analysis of metaphorical mappings inherent to chemical discourse and their impact on learning processes.
  • The Multiple Student Conceptions of the Chemical Bond in a Quantum Chemical Context
    Item type: Journal Article
    Müller, Charlotte H.; Reiher, Markus; Kapur, Manu (2024)
    Journal of Chemical Education
    The chemical bond is described with various context-sensitive models ranging from two electrons being shared between nuclei to the minimum-energy distance between the atoms. How we visualize these bonds further primes students to select one model over another. Previous research has targeted misconceptions of the chemical bond, but how they interact and evolve remains relatively underexplored. In this work, we examine the diversity of conceptions in bachelor’s chemistry students who have started to learn about quantum chemistry. We present results of a thematic analysis of data produced by bachelor students at different stages in their studies while interacting with a chemical simulation triangulated with a metaphor analysis of interviews with students taking a quantum chemistry lecture. We found that the chemical bond was largely conceptualized either as a rigid entity or in relation to energy in writing and informally metaphorically as community. We argue that while these conceptualizations are valid models, the students struggle to understand the contextual dependency and the plurality of different models.
  • Literature Survey on Quantitative Chemical Analyses Experiments for Students: Exploring Choices
    Item type: Journal Article
    Schwarz, Gunnar (2025)
    Journal of Chemical Education
    Lab experiments in quantitative chemical analysis have been widely adapted for chemical education. In devising experiments, instructors make choices for both analytical and pedagogical aspects. This study surveyed articles (N = 160) on student hands-on experiments in quantitative analyses from 2014 to 2024 in this Journal. Experiments were categorized by their analytical characteristics, such as sample, analyte, sample preparation, measuring instrumentation, and quantification. Pedagogical aspects were categorized with regard to learning objectives, student academic level, group size, procedure instruction, student lab activity, lab time, and assessment. Findings for each aspect were summarized, discussed, and contextualized with additional literature, and noteworthy contributions highlighted.
  • Laser-Induced Graphene Electrodes for Electrochemistry Education and Research
    Item type: Journal Article
    Shokurov, Alexander V.; Menon, Carlo (2023)
    Journal of Chemical Education
    Many aspects of electrochemical education, such as electroanalysis demonstrations, require three-electrode-cell experimental setups. Many researchers and educators use screen-printed electrochemical electrodes, which are miniature and disposable but are relatively expensive and use proprietary fabrication components. The present article describes how to laser-scribe complete three-electrode graphene-based electrodes that can compete with (and, in some regards, even rival) commercial screen-printed electrodes. The process of optimization of the lasing procedure to produce laser-induced graphene using almost any laser cutter available to the reader is described. A way to form a Ag/AgCl pseudoreference electrode on the graphene trace to complete the three-electrode cell, without usage of commercial inks or complicated printing technologies, is demonstrated. Electrochemical characterization of the electrode surface, reference electrode stability, and student practice demonstration of analytic applications of the produced cells (determination of dopamine concentration and coffee polyphenols) are described. These experiments and procedures act both as a method of fabrication of laser-scribed electrodes and as an educational material for introduction to electrodeposition, voltammetry, and electroanalysis.
  • Demonstration of Atomic Emission from Exploding Hydrogen Balloons for (Almost) Everybody
    Item type: Journal Article
    Caruso, Francesco; Gelardi, Giulia; Elsener, Bernhard; et al. (2013)
    Journal of Chemical Education
  • Why are some reactions slower at higher temperatures?
    Item type: Journal Article
    Revell, L.E.; Williamson, B.E. (2013)
    Journal of Chemical Education
Publications 1 - 10 of 30