Showing papers in "Journal of Chemical Education in 2020"
TL;DR: Over 1.7 billion students around the world have had their education disrupted by the spread of the Coronavirus disease worldwide as discussed by the authors, and schools and universities have not faced this level of disruption si...
Abstract: Over 1.7 billion students around the world have had their education disrupted by the spread of the Coronavirus disease worldwide. Schools and universities have not faced this level of disruption si...
138 citations
TL;DR: In-person teaching activities at the University of British Columbia's Okanagan campus were curtailed in the midst of a semester as a result of the global shutdowns imposed by the COVID-19 pandemic.
Abstract: In-person teaching activities at the University of British Columbia’s Okanagan campus were curtailed in the midst of a semester as a result of the global shutdowns imposed by the COVID-19 pandemic. All instruction shifted online, and this rapid transition to emergency remote teaching had negative impacts on student learning, engagement, and mental well-being. This phenomenological study describes the results of surveys and interviews used to assess the emergency remote teaching experiences of students enrolled in second-year chemistry courses. Major student challenges included issues with motivation and engagement, personal scheduling, faculty communication, and increased stress and anxiety. This research recommends clear communication and flexible teaching and assessment methods to accommodate the assorted complications faced by our students.
110 citations
TL;DR: For instance, this article deployed surveys to students enrolled in nine undergraduate chemistry courses at all levels to understand how students' chemistry learning environments changed and how students responded to the wholesale transition to online learning.
Abstract: Our goal was to understand how students’ chemistry learning environments changed and how students responded to the wholesale transition to online learning. We deployed surveys to students enrolled in nine undergraduate chemistry courses at all levels. Survey 1 was deployed 2 weeks post-transition (N = 208); Survey 2, a week before semester’s end (N = 124, 1/3 new responders). Survey 1 asked students to describe pre/post-transition class and laboratory; to report extra-class resource use; and to write about their engagement, emotions, and motivation for learning online. Survey 2 asked students to estimate pre/post-transition verbal exchanges on a typical day; to respond to Likert-style questions constructed from Survey 1 comments; and to describe challenges of learning chemistry online including what they missed about laboratory. Results show classes changed little from a traditional lecture while laboratories changed dramatically from decision-rich first-person experiences to suboptimal passive observation. Students were sorted into profiles, according to described challenges and their adaptive behaviors. Written comments and verbal exchange data show students lost rich peer communication networks which was deleterious to understanding and motivation to engage and persist. Unexpectedly, this study pointed out more clearly the importance of cognitive processing limitations, social dynamics, peer interaction, real-time discourse, and hands-on manipulation in any educational setting (in-person or online).
79 citations
TL;DR: This paper presents strategies that effectively minimize cheating while addressing learning outcomes and a more pedagogical and cost-effective strategy involved modifying the assessment format in a way that minimized or discouraged cheating.
Abstract: When campuses across the world needed to transition to the online format due to the COVID-19 pandemic, there were many challenges educators faced, and addressing academic integrity issues were some of the most important. Certain strategies, such as online proctoring or additional software, were not available to most institutions because the expenses and training were too much to overcome. A more pedagogical and cost-effective strategy involved modifying the assessment format in a way that minimized or discouraged cheating. This paper presents strategies that effectively minimize cheating while addressing learning outcomes.
76 citations
TL;DR: Using virtual reality (VR) in educational settings is becoming increasingly popular and the feasibility of replacing an instrumentation-based organic chemistry lab with a VR experience has been evaluated.
Abstract: Using virtual reality (VR) in educational settings is becoming increasingly popular. The feasibility of replacing an instrumentation-based organic chemistry lab with a VR experience has been evalua...
71 citations
TL;DR: The response of chemistry educators to rapid changes in teaching modalities that resulted from the disruption associated with the global COVID-19 pandemic is chronicled via a wide range of papers as discussed by the authors.
Abstract: The response of chemistry educators to rapid changes in teaching modalities that resulted from the disruption associated with the global COVID-19 pandemic is chronicled via a wide range of papers i...
67 citations
TL;DR: The authors considers the variety of reported goals of laboratory work and seeks to address the question of what the pedagogic goals for laboratory work are in our curriculum, drawing on literature from chemistry education research, history of science, and epistemology of lab work.
Abstract: The laboratory occupies a central place in chemistry curricula, but the reported goals of laboratory work are very broad. This commentary considers the variety of reported goals of laboratory work and seeks to address the question of what the pedagogic goals for laboratory work are in our curriculum. Drawing on literature from chemistry education research, history of science, and epistemology of laboratory work, it advocates seeking a single, well-defined goal of laboratory work as the place to learn how to do chemistry.
65 citations
TL;DR: In this paper, the authors conducted student surveys before and after the emergency transition to remote teaching and analyzed data on student participation in the online setting, finding that lectures engaged students less after the transition.
Abstract: In Spring 2020, we began a study focused on the development of inclusive teaching practices in an undergraduate chemistry lecture course for non-STEM students. In the wake of the COVID-19 pandemic and ensuing educational disruptions, we changed the design of our study to focus on the learning and teaching experiences of students and instructors. Here, we conducted student surveys before and after the emergency transition to remote teaching and analyzed data on student participation in the online setting. We observed that student engagement was likely negatively impacted by the emergency transition. We also found that lectures engaged students less after the transition. By contrast, course activities that did not heavily rely on a physical classroom, such as students blogging about their research of chemistry literature and crafting an independent research paper about a chemical question, were more effective in retaining student engagement after the transition. We also analyze student utilization of synchronous and asynchronous learning opportunities (for example, recorded lectures). We contextualize student engagement in the course relative to policies adopted by the educational institution, notably a mandatory universal pass/fail grading policy. Finally, we communicate thematic reflections from students, undergraduate peer tutors, graduate student teaching fellows, and the course instructor about learning chemistry and teaching non-STEM undergraduates in the time of COVID-19. On the basis of these studies, we recommend seven instructional strategies for teaching chemistry during sustained educational disruptions.
63 citations
TL;DR: In this paper, the authors discuss how to structure the online lessons using the Community of Inquiry framework (CoI) applied to the university elective course "Learning to Choose Better" and find success in achieving engagement, active learning, and team teaching.
Abstract: As numerous varsity campuses remain closed during the coronavirus disease 2019 pandemic, educators must look for suitable digital tools to conduct lessons and engage learners online. In this report, we discuss how to structure the online lessons using the Community of Inquiry framework (CoI). The CoI was applied to the university elective course “Learning to Choose Better”, taught by chemistry faculty. By using the appropriate digital tools in our course, we found success in achieving engagement, active learning, and team teaching. Until the world finds a resolution to the pandemic, online teaching will continue to be the new normal. Educators could view this time as a prime opportunity to experiment, innovate, and break new grounds in the realm of remote online teaching.
61 citations
TL;DR: In this paper, the authors describe the major successes and challenges encountered during the full implementation of online chemistry instruction in higher education in China based on questionnaires answered by 56 teachers and 432 students in two universities.
Abstract: The Coronavirus disease 2019 (COVID-19) pandemic in China has changed higher education dramatically, with a distinctive rise in online instruction. Here, we describe the major successes and challenges encountered during the full implementation of online chemistry instruction in higher education in China based on questionnaires answered by 56 teachers and 432 students in two universities. In addition to describing the impacts of online chemistry instruction on teachers, students, chemistry experiments, student assessments, and technology, our work seeks to provide insights into how teachers, students, and technologies rise to meet the challenges in this difficult time. Our survey indicates the common challenges for teachers and students that arise from no face-to-face interaction in online instruction. Apart from that, teachers have to be familiar with internet-based technologies and online teaching tools, adjust their teaching plans and teaching methods, and quickly adapt to the new situation. Teachers also need to improve their teacher–student interaction and maintain student interest and engagement during online teaching. To become a successful online learner, students need to be more proactive and self-disciplined. In addition, an effective online teaching method for chemistry experiments has been proposed. While teachers and students still prefer classroom education, the vast majority of them are satisfied with the online chemistry course with significant support from technologies and online platforms.
59 citations
TL;DR: This paper presents experiences of secondary chemistry teachers from Slovakia, participants in the IT Academy Project, who earlier, within the framework of the project, were equipped with the necessary skills and tools to run virtual classes, supported with data logging experiments.
Abstract: The COVID-19 lockout situation affected people all over the world. Despite all of the disadvantages, this situation offered new experiences and perspectives and pushed education advances forward as never before. Something that seemed to be unreal became a worldwide reality within a few days. Instructors of all subjects at all educational levels moved to a virtual environment instantly. Higher education institutions, universities, and colleges seemed to be fairly prepared for this situation. Unfortunately, primary and secondary schools, especially in eastern and central Europe, never considered distance education as a valuable alternative before, so they did not have software, hardware, and staff prepared for such a situation. Moreover, students’ expectations and dilemmas concerning e-learning were not investigated earlier in the context of obligatory subject education. Moving to the virtual environment was particularly challenging for teachers, who wanted to transfer real class experiences into online lessons since chemistry is based on problems, observations, evidence, and experiments. Often, teachers claimed that they could be more efficient if they had knowledge, skills, and proper equipment to run classes online. This paper presents experiences of secondary chemistry teachers from Slovakia, participants in the IT Academy Project, who earlier, within the framework of the project, were equipped with the necessary skills and tools to run virtual classes, supported with data logging experiments. In this communication, the teachers’ efforts using online experimental practices are described, as well as reflections by their students about the experiences.
TL;DR: In a world engaged in a perpetual race for progress, augmented reality (AR) is a new frontier that has attracted much research attention in recent years as discussed by the authors, and the generalization of smartphones and the m...
Abstract: In a world engaged in a perpetual race for progress, augmented reality (AR) is a new frontier that has attracted much research attention in recent years. The generalization of smartphones and the m...
TL;DR: In this paper, an exploratory study was conducted to investigate the perceptions of Algerian university students regarding the abrupt transition to online learning amid the COVID-19 pandemic to achieve this goal, an online survey with closed and open-ended questions was conducted among 380 students from the faculty of chemistry and hydrocarbons at the University of Boumerdes-Algeria.
Abstract: In recent months, universities around the world have been forced to cancel courses and close their doors due to the growing coronavirus epidemic Following the government’s precautions, Algerian students were bound to quarantine regulations for their safety Thus, they unexpectedly switched to online learning instead of face-to-face learning Our objective of this exploratory study is to investigate the perceptions of Algerian university students regarding the abrupt transition to online learning amid the COVID-19 pandemic To achieve this goal, an online survey with closed and open-ended questions was conducted among 380 students from the faculty of chemistry and hydrocarbons (FCH) at the University of Boumerdes—Algeria The results showed that students have a negative perception of online learning They are reluctant about this new digital pedagogy and prefer the traditional way of teaching to online teaching during the coronavirus pandemic
TL;DR: TikTok has been applied to create fun, exciting, and engaging 15-60 s long chemistry outreach educational videos, to encourage public dissemination of science with a systems thinking approach as discussed by the authors.
Abstract: TikTok is a social media video-based phone application which enables creative and engaging videos to be shared on social media platforms worldwide. TikTok has been applied to create fun, exciting, and engaging 15–60 s long chemistry outreach educational videos, to encourage public dissemination of science with a systems thinking approach. With the creation of an online TikTok account called “The Chemistry Collective” by undergraduate students, 16 educational videos were created, with approximately 8,500 views. Upon surveying participants, viewers of these TikTok videos strongly agreed that they had learned something new about chemistry since watching these videos (4.66/5.00) and had an increased interest in chemistry (82.7% agreed). As such, TikTok can be used to enhance public and undergraduate student engagement with chemistry and science education, together with facilitating the ability of the public to understand how chemistry can be fun, can be performed at home, and is part of our daily lives.
TL;DR: The swift conversion of chemistry courses to various online formats has presented challenges for students and instructors alike, with one of the most significant challenges being the logistics conc... as mentioned in this paper, where the authors discuss the challenges of converting chemistry courses into online formats.
Abstract: The swift conversion of chemistry courses to various online formats has presented challenges for students and instructors alike, with one of the most significant challenges being the logistics conc...
TL;DR: This work revisited different distance learning resources and implemented four critical methods in undergraduate research activity in research groups, including question-driven literature review, visualizing experiments from virtual scientific resources, performing safe and simple home-lab experiments, and learning new computational tools.
Abstract: The rapid transition in teaching format due to COVID-19 gives rise to many challenges, especially for research and lab activities since they may require a different approach with more constrained resources compared with lecture-based courses, in which various virtual communication platforms have now been employed. As essential parts for student’s active learning, effective strategies to perform undergraduate research and lab courses during the current circumstance need to be carefully designed. To address this challenge, we have revisited different distance learning resources and implemented four critical methods in undergraduate research activity in our research groups, including question-driven literature review, visualizing experiments from virtual scientific resources, performing safe and simple home-lab experiments, and learning new computational tools. These approaches provide versatile opportunities for remotely engaging students in research and lab activities besides just participation in group meetings and scientific webinars. We believe insights gained from revisiting and implementing these resources could have a long-term positive impact for improving teaching and mentoring infrastructure for undergraduate lab activities post-COVID-19.
TL;DR: The authors provide a resource for educators interested in incorporating 3D-printing into their chemistry classrooms by evaluating recent peer-reviewed reports that used this technology to enhance chemistry education and provide a review of 3D printing models for improved visualization of chemical phenomena and educational use of 3-D-printed laboratory devices.
Abstract: Wide accessibility and a broad range of applications have made 3D-printers a commonplace tool in the science community. From tier-one research institutions to community public libraries and high schools, 3D-printers are being used to enrich STEM education through a variety of learning techniques and experiences. Reports of 3D-printed models for improved visualization of chemical phenomena, as well as the educational use of 3D-printed laboratory devices, are rapidly increasing. The objective of this review is to provide a resource for educators interested in incorporating 3D-printing into their chemistry classrooms by evaluating recent peer-reviewed reports that used this technology to enhance chemistry education.
TL;DR: The aims of the kitchen chemistry experiments were to develop student observation skills, emphasize the importance of measurement and significant figures and provide some simple hands-on and relevant activities that could be done safely at home.
Abstract: The closure of campuses in early 2020 due to the COVID-19 pandemic meant that scheduled practical activities for introductory chemistry students could not take place. The first practical class started prior to shutdown, and 21.5% of the students undertook the face-to-face offering. The remainder completed an online offering consisting of the same worksheet with videos of each of the tasks, which relate to ions in solution: conductivity and precipitation. A Kruskal–Wallis rank sum test comparison of the marks for the first practical showed that online students had, on average, a 0.9/10 drop in their mark compared to the face-to-face cohort. We concluded that a significant proportion of students found the transition to online learning difficult with the technology we provided. Rather than add another online learning activity, we chose to develop simple activities that students could complete at home, along with worksheets linking their observations to the theory taught in class. The first kitchen chemistry activity included experimental measurement (timing water boiling), solubility (mixing water with salt, sugar or oil), heat capacity (heating salt, sugar, butter and water), combustion calculations for gas heating, and colligative properties (timing ice melting with and without added salt). The second kitchen chemistry activity involved adding a constant amount of sodium bicarbonate to differing amounts of vinegar to explore stoichiometry; relating this to gas law calculations, and an extraction of red cabbage or other colored food to investigate the pH of household items. The aims of the kitchen chemistry experiments were to develop student observation skills, emphasize the importance of measurement and significant figures and provide some simple hands-on and relevant activities that could be done safely at home. The proportion of students who submitted online chemistry practicals was the same as typically attends face-to-face practicals (90%). Preliminary evaluation through anonymous student comments and staff reflections suggests that this was a valuable exercise: most students were able to learn in this replacement hands-on environment, receiving mean scores of 7.5/10 or higher. We conclude that relevant, engaging kitchen chemistry activities are useful for foundation level chemistry students.
TL;DR: Experimental electrochemistry offers unique opportunities for interactive instruction at all levels of education as mentioned in this paper, however, widespread adoption in curricula is hindered by high costs associated with high education costs.
Abstract: Experimental electrochemistry offers unique opportunities for interactive instruction at all levels of education; however, widespread adoption in curricula is hindered by high costs associated with...
TL;DR: An online virtual escape-room game was created using the Google Forms survey app for an undergraduate chemistry lab class, and students solved problems to move to the next section or “room” on the Google forms survey.
Abstract: An online virtual escape-room game was created using the Google Forms survey app for an undergraduate chemistry lab class. Zoom video conferencing service was used to make the activity a collaborative learning experience. The theme was an escape from an abandoned chocolate factory, and the students solved problems to move to the next section or “room” on the Google Forms survey.
TL;DR: The COVID-19 pandemic has fundamentally changed many aspects of our world including the way we teach chemistry as discussed by the authors, and our emergence from the pandemic provides an opportunity for deep reflection and inten...
Abstract: The COVID-19 pandemic has fundamentally changed many aspects of our world including the way we teach chemistry. Our emergence from the pandemic provides an opportunity for deep reflection and inten...
TL;DR: A simple and versatile inquiry-based, laboratory-style active learning colorimetry experiment amenable to at-home quantitative analysis for COVID-19 in spring 2020.
Abstract: In light of COVID-19 in spring 2020, we developed a simple and versatile inquiry-based, laboratory-style active learning colorimetry experiment amenable to at-home quantitative analysis. In this ex...
TL;DR: With the onset of the COVID-19 pandemic in Spring 2020, chemistry faculty across the globe quickly converted courses to an online format as discussed by the authors, and resources rapidly became available that reflected the views of the participants.
Abstract: With the onset of the COVID-19 pandemic in Spring 2020, chemistry faculty across the globe quickly converted courses to an online format. Resources rapidly became available that reflected the views...
TL;DR: This article used a modified version of the original task prompt to compare responses from students enrolled in a transformed organic chemistry course (Organic Chemistry, Life, the Universe and Everything) and a traditional chemistry course and found that students from a transformed course were more likely to construct a causal mechanistic explanation at the end of Organic Chemistry 2 than students from the control group.
Abstract: This three-year study builds on prior work analyzing students’ causal mechanistic explanations about acid–base reactions. Here we extend that work to characterize and investigate how students construct causal mechanistic explanations of simple nucleophilic substitution reactions. After an initial pilot study, we adopted a modified version of the original task prompt which was used in two subsequent years to compare responses from students enrolled in a transformed organic chemistry course (Organic Chemistry, Life, the Universe and Everything) and a traditional organic chemistry course. Student responses were sampled in the middle of the first semester organic chemistry, just after they had learned the material, and once again at the end of the course, to identify how responses changed over time. Our findings from this study include (1) eliciting causal mechanistic explanations requires careful scaffolding to activate productive elements of a response, and (2) students from a transformed course are more likely to construct a causal mechanistic explanation at the end of Organic Chemistry 2 than students from the control group, suggesting that if students are to retain the use of valuable knowledge, this must be supported by instruction and course expectations.
TL;DR: The Journal of Chemical Education announces a call for papers for an upcoming special collection of Communications on Insights Gained While Teaching Chemistry in the Time of COVID-19 as discussed by the authors. But this call is open to any paper.
Abstract: The Journal of Chemical Education announces a call for papers for an upcoming special collection of Communications on Insights Gained While Teaching Chemistry in the Time of COVID-19.
TL;DR: This article found that students' motivation was high, as indicated by online class attendance and engagement with course activities, and that the existing strong student-instructor relationships at a small liberal arts and sciences campus contributed to the unexpectedly high level of student engagement.
Abstract: The ongoing COVID-19 pandemic has disrupted face-to-face instruction in educational institutions all over the world. As instructors we had to scramble to completely change courses to emergency remote delivery, sometimes with only a few days’ notice. Herein, we present reflections on the successes and challenges we encountered following the sudden and unexpected transition to remote delivery. We also address ways that we managed the obstacles faced, from overcoming technological issues posed by remote delivery to adaptation of laboratory content for emergency remote delivery. In addition, we discuss successful strategies for assessment of student learning and student engagement in the online environment. Overall, we found that students’ motivation was high, as indicated by online class attendance and engagement with course activities. We believe that the existing strong student–instructor relationships at our small liberal arts and sciences campus contributed to the unexpectedly high level of student engagement.
TL;DR: In this article, a combination of asynchronous and synchronous teaching methods was found to be effective for content delivery, active learning, and increasing student's engagement in Organic Chemistry I at SUNY Plattsburgh.
Abstract: With a sudden move to remote and online teaching due to COVID-19 pandemic, Organic Chemistry became more challenging for both students and educators with the emergence of new technological challenges and instructional strategies. The Organic Chemistry I class at SUNY Plattsburgh was shifted to an online learning model in an attempt to mimic face-to-face teaching as well as maintaining active learning. This communication highlights the instructor’s perspectives on the challenges and insights gained for teaching Organic Chemistry I (lecture component) for the Spring 2020 semester in the time of COVID-19. A combination of asynchronous and synchronous teaching methods was found to be effective for content delivery, active learning, and increasing student’s engagement. Synchronous class attendance was monitored and compared with typical face-to-face class attendance. Synchronous problem-solving exercises had an effect on student’s attendance rate and learning. An exit survey indicated about 64% of students had a preference for face-to-face teaching over online teaching of Organic Chemistry.
TL;DR: An escape room was developed to provide an innovative method to reinforce concepts in chemical bonding for a first-year general chemistry course using Google Forms, as it is cost-effective, accessible, and easy to use.
Abstract: An escape room uses a game-based active learning approach to develop students’ critical thinking and problem-solving skills in an immersive environment. An escape room was developed to provide an innovative method to reinforce concepts in chemical bonding for a first-year general chemistry course. Because of the COVID-19 pandemic, it was unsuitable to implement the escape room in a physical setting, as students need to interact in close proximity. To circumvent this problem, a fully digital escape room was developed using Google Forms, as it is cost-effective, accessible, and easy to use. Students’ feedback indicates that both escape rooms reinforce and motivate learning.
TL;DR: A simple procedure to make an augmented reality app to visualize any chemical 3D model to visualize the molecular structure based on crystallographic data or from computational modeling is presented.
Abstract: We present a simple procedure to make an augmented reality app to visualize any chemical 3D model. The molecular structure may be based on crystallographic data or from computational modeling. This...
TL;DR: During the COVID-19 pandemic, an at-home laboratory program was created and implemented for a section of the general chemistry course at the University of Southern California, focused on concepts usually covered in the final one-third of the second-semester chemistry laboratory, including pH, acid–base titrations, buffers, solubility, phase equilibria, and thermodynamics.
Abstract: During the COVID-19 pandemic, an at-home laboratory program was created and implemented for a section of the general chemistry course at the University of Southern California. The experiments were ...