Thinking and Learning in Nested Systems: The Classroom Level

Teaching and learning in college chemistry classrooms is affected by a variety of structural and psychosocial factors that influence classroom dynamics. In this second part of a two-part perspective [Talanquer et al. J. Chem. Educ.10.1021/acs.jchemed.3c00838], we review and discuss the results from research that has helped us understand the complex social and knowledge dynamics that emerge in interactive learning environments. We use this analysis to make explicit major insights about curriculum, instruction, assessment, teachers, and students gained in the past 25 years and to summarize their implications for chemistry education.

Identifying Chemistry Students' Baseline Systems Thinking Skills When Constructing System Maps for a Topic on Climate Change

New resources have recently been emerging for educators to implement systems thinking (ST) in chemistry education, including a proposed set of ST skills. While these efforts aim to make ST implementation easier, little is known about how to assess these skills in a chemistry context. In this study, we investigated ST skills employed by students who constructed system maps of a topic related to climate change. Eighteen undergraduate chemistry students from first- to third-year participated in this study. We designed and implemented a ST intervention to capture how students engaged with three ST tasks, performed individually and collaboratively. In our analysis, we focused on 11 ST skills that aligned with five characteristics proposed in a recent study. We found that participants demonstrated most of these ST skills when engaging with the ST tasks, with nuances. Participants' system maps: (1) lacked concepts and connections at the submicroscopic level, (2) included multiple types of connections but few circular loops and causal connections, (3) lacked causal reasoning, although participants did predict how their system maps changed over time, (4) demonstrated the breadth of connections but did not describe human connections to the underlying chemistry of climate change topics. These findings identify aspects of ST where chemistry educators need to place emphasis when teaching ST skills to chemistry students and when guiding learning activities and other assessments. Using our findings, we created an adaptable ST rubric for the chemistry community as a tool for assessing ST skills.

App-Free Method for Visualization of Polymers in 3D and Augmented Reality

The rise of virtual and online education in recent years has led to the development and popularization of many online tools, notably three-dimensional (3D) models and augmented reality (AR), for visualizing various structures in chemical sciences. The majority of the developed tools focus on either small molecules or biological systems, as information regarding their structure can be easily accessed from online databases or obtained through relatively quick calculations. As such, due to a lack of crystallographic and theoretical data available for nonbiological macromolecules, there is a noticeable lack of accessible online tools for the visualization of polymers in 3D. Herein, using a few sample polymers, we showcase a workflow for the generation of 3D models using molecular dynamics and Blender. The 3D structures can then be hosted on p3d.in, where AR models can be generated automatically. Furthermore, the hosted 3D models can then be shared via quick response (QR) codes and used in various settings without the need to download any applications.

The Scientific Method as a Scaffold to Enhance Communication Skills in Chemistry

Scientific success in the field of chemistry depends upon the mastery of a wide range of soft skills, most notably scientific writing and speaking. However, training for scientific communication is typically limited at the undergraduate level, where students struggle to express themselves in a clear and logical manner. The underlying issue is deeper than basic technical skills; rather, it is a problem of students' unawareness of a fundamental and strategic framework for writing and speaking with a purpose. The methodology has been implemented for individual mentorship and in our regional summer research program to deliver a blueprint of thought and reasoning that endows students with the confidence and skills to become more effective communicators. Our didactic process intertwines undergraduate research with the scientific method and is partitioned into six steps, referred to as "phases", to allow for focused and deep thinking on the essential components of the scientific method. The phases are designed to challenge the student in their zone of proximal development so they learn to extract and ultimately comprehend the elements of the scientific method through focused written and oral assignments. Students then compile their newly acquired knowledge to create a compelling and logical story, using their persuasive written and oral presentations to complete a research proposal, final report, and formal 20 min presentation. We find that such an approach delivers the necessary guidance to promote the logical framework that improves writing and speaking skills. Over the past decade, we have witnessed both qualitative and quantitative gains in the students' confidence in their abilities and skills (developed by this process), preparing them for future careers as young scientists.

Himic Anhydride: A Retro Diels-Alder Reaction for the Organic Laboratory and an Accompanying NMR Study

The thermal equilibration of himic anhydride [IUPAC (2-endo,3-endo)-bicyclo[2.2.1]hept-5-ene-2,3-dicarboxylic acid anhydride] to (2-exo,3-exo)-bicyclo[2.2.1]hept-5-ene-2,3-dicarboxylic acid anhydride and subsequent recrystallization of the exo-product can be performed as a standard undergraduate laboratory experiment requiring minimal equipment. The interpretation of the ¹H NMR spectra for these norbornene carboxylic anhydride molecules promotes an appreciation of constrained ring systems and factors that affect chemical shifts and coupling constants.