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关键词： Virtual reality   Educational technology   Immersive virtual reality   Chemistry education   STEM education  

摘要： Rapid advances in the quality and accessibility of immersive virtual reality (IVR) have brought about intense interest in applications of the technology within higher education, including STEM (science, technology, engineering, mathematics) teaching and learning. However, evidence is mixed on the effectiveness of IVR for STEM teaching and learning, and there are currently few models of how best to incorporate these activities into typical STEM courses. We created a sequence of IVR activities for teaching concepts in organic chemistry and carried out an experimental investigation on the impacts of these on student performance, with special focus on student characteristics including first-generation college student status, gender, and ethnicity. Two sections of Organic Chemistry were compared;in one randomly assigned section, students had the option of completing these IVR activities, and in the other, they did not. Results showed a trend towards improved course grades and final exam scores in the section offered IVR activities, particularly for first-generation college students. These findings suggest that IVR can be a practical and effective way to reinforce learning and student success in realistic university STEM settings, especially for certain demographic subgroups.

关键词： Robots   Manipulators   Chemicals   Automation   Task analysis   Educational robots   Drugs   Chemical processes   motion planning  

摘要： Automated chemical synthesis has great promises of safety, efficiency, and reproducibility for both research and industry laboratories. Current approaches are based on specifically designed automation systems, which present two major drawbacks: 1) existing apparatus must be modified to be integrated into the automation systems and 2) such systems are not flexible and would require substantial redesign to handle new reactions or procedures. In this article, we propose a system based on a robot arm that mimics motions of human chemists, performs complex chemical reactions with no modifications to the existing setup used by humans, and thus removes human interventions. The automated system is capable of precise liquid handling, mixing, and filtering and is flexible;new skills and procedures could be added with minimum effort. The production sequence is customizable by chaining tasks together. We show that the robot is able to perform a Michael reaction, reaching a yield of 34%, which is comparable to that obtained by a junior chemist (undergraduate student in Chemistry). Note to Practitioners-This article explored methods to reduce the need of additional modifications on structured environments to implement automation. Existing approaches in chemical synthesis automation require substantial modifications on apparatus to incorporate automation, and hence, they are inflexible to changes in the procedures or reactions. This article suggested a new system that performed chemical reactions in an existing setup used by human chemist and was flexible in the production sequence or addition of tasks. We showed how the robot arm was capable of automating a Michael reaction and repeating the experiment again, which could be further extended multiple times. The yield obtained by the robot was comparable to junior chemist and consistent but lower than a senior chemist. Hence, we could improve the yield by understanding skills of a senior chemist and transferring them to the robot.

关键词： 高中化学教科书   编写方式   呈现方式   逻辑顺序  

摘要： 我国高中化学课程是模块化的设置方式，模块之间的知识在教学中的整合是非常重要的研究课题。“有机化学基础”“物质结构与性质”是选择性必修的两个重要模块，课程的模块也是知识的模块，“有机化学”知识和“物质结构”知识之间联系非常密切，模块化的课程设置存在模块间教学的衔接和整合问题，如何解决这个问题是化学教学一直关注的研究方向。俄罗斯高中化学教科书在这个问题上，采用了“有机化学”知识与“物质结构”知识相结合的教科书编写方式，在教学中值得借鉴和参考。　　选择俄罗斯现行的Кузнецова版高中化学教科书《химия10класс》（第十册）为研究对象，第十册的主要内容为有机化学，同时涉及到大部分的物质结构知识，通过文献查阅和分析，梳理了俄罗斯课改的基本脉络，了解当前我国对俄罗斯教科书、课程的研究现状；通过全面分析该教科书中有机化学、物质结构的知识选择和教科书对知识的组织呈现情况，系统的分析了俄罗斯高中化学教科书“有机化学”知识和“物质结构”知识的呈现方式、逻辑顺序，如何体现的模块知识的整合，并以“苯”一节为例分析俄高中化学教科书两模块相融合的内容特色。　　研究表明：俄罗斯高中化学教科书第十册具有以下特征：物质结构先行，为有机化学学习提供理论基础。重视“结构决定性质，性质反映结构”的重要化学思想。重视学习方法和思维方式的培养。重视知识呈现的进阶，符合化学学科知识逻辑顺序、学生的认识顺序与心理发展顺序。课后习题设计将物质结构与有机化学相结合。俄罗斯教科书将物质结构和有机化学两部分知识融合，对我国模块化的教科书背景下的教学具有重要启示。

关键词： Laboratory Instruction   Organic Chemistry   Internet/Web-Based Learning   Inquiry-Based/Discovery Learning  

摘要： Guided-inquiry experiments are an important tool for helping students develop scientific practices such as hypothesizing and problem solving. In organic chemistry, these types of experiments can help students learn how to connect the theory of the reaction to the observation and data to decide how the reaction is proceeding or if it needs adapting. Due to a reduction of in person teaching during the COVID-19 pandemic, we developed a set of virtual inquiry-based organic chemistry experiments where students make the same decisions as they would do with a hands-on inquiry experiment. Thus, these simulations allow students to learn similar problem-solving skills. In this paper, we provide details of the simulations and the educational outcomes when they were used to replace hands-on inquiry experiments. We also include suggestions for its use postpandemic.

关键词： Second-Year Undergraduate   Laboratory Instruction   Organic Chemistry   Hands-On Learning/Manipulatives   Multimedia-Based Learning   Testing/Assessment   Thin Layer Chromatography   Laboratory Equipment/Apparatus   Chemistry Education Research  

摘要： Digital badges are credentials earned via a digital presentation to demonstrate the mastery of a technique. They have been utilized in General Chemistry laboratory courses as an assessment tool and to document students' development of a skill. A digital badge assignment was developed for thin layer chromatography (TLC) and integrated into a laboratory practical exam in a large-enrollment Organic Chemistry laboratory course for science majors. The students filmed themselves carrying out the TLC technique while explaining why specific steps were taken. After completing the filming, they applied the TLC technique off-camera to identify an unknown. Detailed directions, filming prompts, and rubrics are provided for this digital badge. The assignment was updated on the basis of the results from quantitative and qualitative data collected from around 800 students and a dozen GTAs. This data was also analyzed to explore the affordances and challenges of implementing a badge within a laboratory practical. Data included students' pre- and post-perceptions of their knowledge, experience, and confidence, scores on the laboratory practical and written final exam, and student and GTA responses to short-answer survey questions. The most helpful resources for the badge were the directions, filming prompts, and rubrics, while the challenges included filming oneself, time limits, and uploading videos to the learning management system (LMS). Overall, we believe the challenges students faced with the digital badge assignment were outweighed by the positive cognitive, psychomotor, and affective learning outcomes resulting from coupling a digital badge assignment with the identification of an unknown as complementary components of a required laboratory practical.

关键词： Second-Year Undergraduate   Organic Chemistry   History/Philosophy   Problem Solving/Decision Making   Learning Theories  

摘要： This commentary provides an overview of abduction, also known as Inference to the Best Explanation, and argues that the term and relevant problem-solving methods should be adopted by chemistry educators. Abductive reasoning, especially within the context of science and medicine, continues to be an active area of exploration for philosophers and others as well is a skill actively employed by expert chemists. The utility of abductive reasoning as a problem-solving approach in the classroom is already beginning to show evidence of improved student learning.

关键词： Second-Year Undergraduate   Upper-Division Undergraduate   Laboratory Instruction   Distance Learning   Internet/Web-Based Learning   Laboratory Equipment/Apparatus  

摘要： The widespread transition to online teaching as a result of the global pandemic moved chemistry laboratory experiences online. At UBC's Okanagan campus, organic chemistry laboratory instruction was delivered synchronously to maximize student interactions with their teaching assistants. Two methods of online delivery were employed: (1) students gathered with a teaching assistant via Zoom to watch a prerecorded video of the laboratory procedure and (2) students gathered on Zoom to watch a livestream of the teaching assistant performing the experiment in the laboratory. A single TA implemented both methods, one in each of two laboratory sections. Student satisfaction with the two delivery methods was compared using a survey and semistructured interviews. Overall, the livestream section received significantly more positive feedback in all aspects, including student investment, perceived conceptual gains, understanding of glassware and techniques, ability to make proper experimental observations, engagement in critical thinking and problem-solving, and general satisfaction with their online lab experience. However, students expressed the belief that the primary role of a teaching laboratory is hands-on experience with chemistry equipment and techniques and that their experience was lacking in this aspect regardless of the lab delivery method. Students described two principal advantages of the livestream delivery. One was the inclusion of opportunities to witness mistakes or unexpected outcomes and then having to take part in the development of a resolution to address those errors;such opportunities were absent for students watching a prerecorded and edited video with a predetermined conclusion. A second aspect was that waiting periods inherent in the live performance of an experimental procedure allowed for unstructured interactions among students and the TA, both to discuss the experiment and to simply socialize. Overall, students believed that neither pedagogy compared

关键词： Second-Year Undergraduate   Laboratory Instruction   Organic Chemistry   Curriculum   Collaborative/Cooperative Learning   Hands-On Learning/Manipulatives   Inquiry-Based/Discovery Learning   Bioorganic Chemistry   Applications of Chemistry  

摘要： Collaborative experiences have been widely integrated into the classroom and laboratory, with goals to build time management, communication, and team-working skills. Most reported laboratory collaborations occur between students within the same lab section, which could limit the potential benefits of these experiences. Presented herein is an organic chemistry laboratory model in which students collaborate across lab sections (i.e., interlab collaborations) to complete discovery-based, medicinal-chemistry-focused experiments. These experiences provide opportunities for students to reflect on and improve upon their team-working skills. Over the past three years, interlab collaborations have been offered at Muhlenberg College to 105 students in two types of organic chemistry courses. Assessment data, including notebook evaluation scores, peer- and self-evaluations, lab report scores, and student reflections, suggest that these experiences could help build time management, communication, organizational, and data-recording skills. These laboratories could give students a realistic view of collaborative work and allow for the intentional development and assessment of team-working skills in any introductory or upper-level chemistry laboratory. Furthermore, this model provides a framework for reducing lab section sizes by half, a change which has been needed during COVID-19, while still completing the planned lab curriculum.

关键词： 有机化学实验   教学改革   探究   教学理念   教学方法  

摘要： 本文从有机化学实验教学改革探索出发,分析出当前我校有机化学实验课程在教学过程中存在的弊端,并结合我校"民族性、区域性、国际性"三性合一的办学特色,从转变实验教学观念、加大实验教学投入、优化实验教学内容、探索实验教学方法、完善实验教学考核等方面提出相应的教学改革措施,改善实验教学质量,提高学生创新能力。