Mobility handicapped individuals in the college chemistry curriculum: Students, teachers, and researchers

1981 ◽  
Vol 58 (3) ◽  
pp. 213
Author(s):  
Todd A. Blumenkopf ◽  
Anne Barrett Swanson ◽  
Robert P. Larsen
Keyword(s):  
Chemistry Curriculum ◽  
College Chemistry

Chemical concepts and the college chemistry curriculum

1958 ◽  
Vol 35 (4) ◽  
pp. 164 ◽  
Author(s):  
Laurence E. Strong ◽  
O. Theodor Benfey
Keyword(s):  
Chemistry Curriculum ◽  
College Chemistry ◽  
Chemical Concepts

When do students recognize relationships between molecular structure and properties? A longitudinal comparison of the impact of traditional and transformed curricula

2016 ◽  
Vol 17 (2) ◽  
pp. 365-380 ◽  
Author(s):  
Sonia M. Underwood ◽  
David Reyes-Gastelum ◽  
Melanie M. Cooper
Keyword(s):  
Organic Chemistry ◽  
General Chemistry ◽  
Control Group ◽  
Structure And Properties ◽  
Chemistry Curriculum ◽  
Traditional Curriculum ◽  
College Chemistry ◽  
Chemical Structures ◽  
Longitudinal Comparison ◽  
The Impact

The ability to use a chemical structure to predict and explain phenomenon is essential to a robust understanding of chemistry; however, previous research has shown that students find it difficult to make the connection between structure and properties. In this study we examine how student recognition of the connections between structure and properties evolves during the first two years of college chemistry courses. In addition, we investigate how an alternative general chemistry curriculum (Chemistry, Life, the Universe and Everything (CLUE)) impacts students' understanding during these first two-years. Using discrete-time survival analysis to analyze student responses to the Implicit Information from Lewis Structures Instrument (IILSI), we found that it takes multiple semesters for students enrolled in a traditional curriculum to recognize that chemical structures can be used as models to predict chemical and physical properties. Students in the CLUE curriculum, however, tend to make this connection earlier than a matched cohort of students from a traditional curriculum, and this advantage is maintained throughout the two semesters of organic chemistry. In general, the control group takes an additional year of organic chemistry to reach the same level as the CLUE students after a year of general chemistry.

Development and validation of an instrument for measuring Chinese chemistry teachers’ perceptions of pedagogical content knowledge for teaching chemistry core competencies

2021 ◽  
Author(s):  
Peng He ◽  
Changlong Zheng ◽  
Tingting Li
Keyword(s):  
Content Knowledge ◽  
Core Competencies ◽  
Chemistry Curriculum ◽  
Teaching Chemistry ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
Knowledge For Teaching ◽  
New Instrument ◽  
Content Knowledge For Teaching

This study aims to develop and validate a new instrument for measuring chemistry teachers’ perceptions of Pedagogical Content Knowledge for teaching Chemistry Core Competencies (PCK_CCC) in the context of new Chinese chemistry curriculum reform. The five constructs and the initial 17 items in the new instrument were contextualized by the PCK pentagon model (Park S. and Oliver J. S., (2008), J. Res. Sci. Teach., 45(7), 812–834.) with the notions of the Senior High School Chemistry Curriculum Standards (Ministry of Education, P. R. China, 2017). 210 chemistry teachers from a University-Government-School initiative voluntarily participated in this study. The findings from item analysis, confirmatory factor analysis and correlation analysis provide sufficient empirical evidence to support the convergent and discriminant validity of the instrument. The concurrent validity of the instrument was confirmed by testing mean differences among teacher demographic groups. The high Cronbach's coefficient alpha values show good internal consistency reliability of the instrument. Integrating the evidence from theory and data, we documented a valid and reliable PCK_CCC instrument with five constructs consisting of 16 items. This study provides a thorough process for developing and validating instruments that address teacher perceptions of their PCK in a particular subject domain. The valid and reliable PCK_CCC instrument would be beneficial for teacher education researchers and teacher professional programs.

Catalyzing learning with green chemistry undergraduate research

2020 ◽  
Vol 5 (11) ◽  
Author(s):  
Lindsey A Welch
Keyword(s):  
Green Chemistry ◽  
Furfuryl Alcohol ◽  
Solid Acid Catalyst ◽  
Acid Catalyst ◽  
Ethyl Esters ◽  
Transfer Hydrogenation ◽  
Isopropyl Ether ◽  
Chemistry Curriculum ◽  
Undergraduate Chemistry ◽  
Chemistry Research

AbstractGreen chemistry and sustainability are important concepts to incorporate into the undergraduate chemistry curriculum. Through the development of innovative undergraduate chemistry research projects in these areas, retention of students in the physical sciences can be improved. This paper describes two projects in undergraduate catalysis research: hydrogenation of furfural and the esterification of biooil from pyrolyzed wood. Catalytic transfer hydrogenation (CTH) of furfural with Pd/C led to the production of furfuryl alcohol, furfuryl isopropyl ether, 2-methylfuran, and tetrahydrofurfuryl alcohol. The metal chloride additives improved selectivity for furfuryl alcohol and furfuryl isopropyl ether. Catalytic conversion of pyrolyzed wood biooil in ethanol with a solid acid catalyst yielded ethyl esters, including ethyl acetate and ethyl propionate, as characterized by GC/MS These projects are described in the context of engaging undergraduate students in hands-on research for the purpose of improving retention and persistence, as well as preparing young scientists to enter graduate programs and the STEM workforce.

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