journal: Chemistry Teacher International

Impact Factor: 1.5

Open Access Published since June 20, 2019

Chemistry Teacher International

Best Practices in Chemistry Education

ISSN: 2569-3263

Editor-in-chief: Jan Apotheker

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About this journal

Aims and Scope

Chemistry Teacher International (CTI) is a peer-reviewed Open Access journal supported by the Division of Chemistry Education of EuChemS and the Committee on Chemistry Education of IUPAC. The journal aims to be a platform for teachers of all levels, focusing on researchers in chemistry education.

The objectives of the journal are:

Bridging the gap between research and education
Creating a platform for all IUPAC activities in the field of education
Building an international journal not linked to a specific area or nation

IUPAC and De Gruyter

In addition to Chemistry Teacher International, De Gruyter is proud to partner with IUPAC in the publication of the society's flagship monthly journal, Pure and Applied Chemistry, as well as the society's quarterly newsmagazine, Chemistry International. You may also be interested in the IUPAC Standards Database. Links to all of the IUPAC Content available on De Gruyter Online can be found at the IUPAC & De Gruyter Home Page, alongside special content, such as themed Virtual Issues of content drawn from across journals and volume years.

CALL FOR PAPERS

CTI is planning to publish a special issue of Chemistry Teacher International (CTI), that will contain 10 to 12 articles that describe methods and teaching tools to learn about e-waste. Preferably the article should demonstrate ways to teach high school and/or university students about the problem of and potential solutions to e-waste. This could include in-class exercises, laboratory experiments, demonstrations or other activities. We are inviting contributors from around the globe. The deadline for submission is June 30, 2023.

MOST CITED ARTICLERS IN CTI

Vohlídal, Jiří. "Polymer degradation: a short review", Vol. 3 Issue 2, 2020.
https://doi.org/10.1515/cti-2020-0015
Graulich, Nicole and Caspari, Ira. "Designing a scaffold for mechanistic reasoning in organic chemistry", Vol. 3 Issue 1, 2020.
https://doi.org/10.1515/cti-2020-0001
Pernaa, Johannes and Wiedmer, Susanne. "A systematic review of 3D printing in chemistry education – analysis of earlier research and educational use through technological pedagogical content knowledge framework", Vol. 2 Issue 2, 2019.
https://doi.org/10.1515/cti-2019-0005
Baluyut, John Y. and Holme, Thomas A. "Eye tracking student strategies for solving stoichiometry problems involving particulate nature of matter diagrams" Vol. 1 Issue 1, 2019.
https://doi.org/10.1515/cti-2018-0003
Kim, Sunghwan; Gindulyte, Asta; Zhang, Jian; Thiessen, Paul A., and Bolton, Evan E. "PubChem Periodic Table and Element pages: improving access to information on chemical elements from authoritative sources", Vol. 3 Issue 1, 2020.
https://doi.org/10.1515/cti-2020-0006

Abstracting and Indexing

Chemistry Teacher International is covered by the following services:

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Supplementary Materials

Topics

External Links

Volume 5 Issue 3

September 2023

Publicly Available October 3, 2023

Frontmatter

Page range: i-ii

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Research Articles

Open Access August 17, 2023

Cognitive discourse during a group quiz activity in a blended learning organic chemistry course

Joy Ballard, Sujani Gamage, Leyte Winfield, Suazette Mooring

Page range: 245-261

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Abstract

Student-centered approaches are critical to improving outcomes in STEM courses. Collaborative learning, in particular, allows students to co-construct understanding of concepts and refine their skills in analyzing and applying information. For collaborative learning to be effective, groups must engage in productive dialogue. The work reported here characterizes the quality of dialogue during group quizzes in a first-semester organic chemistry course. The group quiz sessions were video and audio recorded. The recordings were transcribed and coded using the Interactive, Constructive, Active, Passive (ICAP) framework. The quiz prompts were analyzed using Marzano’s taxonomy. In this study, students within the group demonstrated varying degrees of interactional quality as defined by the ICAP framework. Our data also indicate that the level of constructive and interactive dialogue is highest and most consistent when prompts are at Marzano Level 3 or higher. Marzano Level 3 prompts required students to compare and contrast concepts or extend their understanding of concepts by developing an analogy. Any benefit derived from collaborative learning depends on the quality of dialogue during the group discussion. Implications of these results for research and teaching are offered.

Open Access August 1, 2023

Impact of cognitive abilities on performance in organic chemistry

Sachin Nedungadi, Sunaina Shenoy

Page range: 263-273

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Abstract

The purpose of this study was to observe the relationship between students’ cognitive abilities and their performance in organic chemistry. We were interested in measuring whether some cognitive composites were more predictive than others on organic chemistry performance, whether group differences existed between males and females, and whether group differences existed between students with above and below average cognitive abilities. For Study 1 and Study 2, our participants included 48 and 60 sophomore organic chemistry students respectively. We used the Woodcock-Johnson Test of Cognitive Abilities-IV to measure cognitive composites. ACS organic chemistry exam scores and scores on an organic chemistry concept inventory were used to measure student performance. We ran a correlational analysis between the cognitive composites and organic chemistry scores, and t -tests for group comparisons. For Study 1, we found a significant moderate correlation between long-term retrieval and organic chemistry scores. For Study 2, we found a significant small to moderate correlation between comprehension knowledge and short-term working memory, with organic chemistry scores. We did not find any significant gender differences, except on comprehension knowledge. The differences between above average and below average cognitive abilities were only seen in relation to the concept inventory and not ACS exam scores.

Open Access August 3, 2023

A safe-at-home benzoin condensation from imitation almond extract

Michael J. Bishop, Jon Vander Woude, Mike A. Bosscher

Page range: 275-282

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Abstract

COVID-19 remote learning forced instructors to scramble for meaningful organic laboratory experiences safe enough to perform at home. While resources are available for laboratory experiments at home, organic synthesis suffers from issues involving safety, availabilities of reagents, difficulties measuring reagents, and difficulties analyzing products. We report a new take on the classic benzoin condensation using safe and commonly available reagents, capable of being setup with commonly available kitchen materials, and displaying visible and distinctive product. This experiment is aimed at reinforcing concepts of carbonyl chemistry in the undergraduate organic chemistry laboratory.

Open Access July 13, 2023

Determination of alkalinity in the water sample: a theoretical approach

Shailesh K. Dhoke

Page range: 283-290

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Abstract

Determination of alkalinity of water sample is generally carried out experimentally by titration method using a proper indicator. In the literature, five different cases of possible alkalinities are reported based on the experimental data of acid titration of water sample using phenolphthalein and methyl orange. The reported data is the volume of acid consumption and the relationship between the alkalinity causing ions present in the water sample. However, no systematic approach is available in the literature to understand these experimentally reported volume of acid utilized for neutralization reaction. To make students understand the key features of the reported experimental data, a systematic approach is presented in this study. By using a simple mathematics and a theoretical explanation to the reported reactions taking place during acid titration of water sample, a supplementary document is developed. The theoretical concept in the form of supplementary information is introduced without altering any data reported in the literature or experimental procedure.

Special Issue Paper

Open Access May 8, 2023

Learning with a purpose: a metals chemistry course centered on objects conservation

Madeline Hagerman, Jocelyn Alcántara-García

Page range: 291-297

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Abstract

Corrosion is the visible result of redox reactions on multiple substrates, “rust” being the known, although this term only applies to iron and iron alloy objects. Using corrosion as a relatable example to teach redox eases this concepts’ understanding because its results are visually identifiable; both in everyday objects like door hinges, and in cultural heritage objects like cannons. This article concerns the latter class of objects, as they have the potential to engage people interested in fields that seem unrelated to chemistry. The reality is the opposite, as cultural heritage professionals assess objects used in humanities disciplines like archeology and history through the lens of science. This article discusses how conservators approach corrosion on cultural heritage objects and provides experiments for any base-knowledge and age-level students to learn about the process of corrosion and electrochemistry.

Research Articles

Open Access May 31, 2023

The reflection invariance problems in stereochemical nomenclature for absolute configuration

Prabuddha Bhattacharya, Amit Basak

Page range: 299-310

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Abstract

Genesis of chirality and its link to the origin of life continue to intrigue scientists. Chirality also plays an important role in medicine with the advent of chiral drugs and the consequent importance of asymmetric synthesis. The configuration of a chiral molecule gets inverted in its mirror image, as is manifested by (i) sign of specific rotation and (ii) normally, through the absolute configurational notation ( R / S ). While the first parameter is always true, the second one, that is the mirror image relationship of R and S configurations, called the reflection variance, may not always hold good. In this manuscript, we have highlighted examples of molecules with combinations of central and axial or planar chirality where the mirror image relationship between R and S configurations does not hold. This reflection invariance originates from the CIP rule of R precedes S . Similar reflection invariance can be observed in P or M forms of conformations of some particular molecules with chiral ligands. Proposal to avoid such reflection invariances, has been put forward. An ignorance about the possibility of reflection invariance in enantiomeric molecules can lead to common mistakes about stereoisomeric relationship or reactivity profile.

Open Access May 16, 2023

The effect of context-based close packing supported with the 3D-virtual model of crystals structure on students’ achievement and attitude

Ayalew Temesgen Eticha, Meseret Amde, Yiheyis Bogale, Deribachew Bekana

Page range: 311-323

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Abstract

The major intention of this work was to evaluate the effect of using context-based close packing supported with 3D-virtual model on the concept of crystals structure on students’ achievement and attitude. Accordingly, the study was conducted for two consecutive years and a total of 61 third-year undergraduate chemistry students have been participated. The nature of this study was quasi-experiment design and the sampled students were divided into intervention (24) and comparison (37) groups. The intervention group was treated with context-based close packing supported with the three dimensional virtual model (3D-virtual model), while the comparison group, covered the topic with the usual teaching-learning approach. The topic covered during the study period was crystals structure. At the end of the study, an identical post-test was given for both groups for comparative purposes. The result indicates that a significant difference was observed between the two groups (at p < 0.05). The intervention group students were more benefited than the comparison group. Besides, the response of intervention group students to the questionnaires and semi structured interviews indicates that the approach was effective in enhancing students’ understanding of crystals structure concepts, and students have a positive attitude towards the approach.

Special Issue Papers

Open Access July 26, 2023

The rise and fall of the phlogiston theory: a tool to explain the use of models in science education

Rachel Mamlok-Naaman

Page range: 325-330

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Abstract

The phlogiston theory was established around 1700 and lasted for about one hundred years. According to the Phlogiston Theory, phlogiston is released during heating processes, and the remaining material becomes lighter. The demise of this theory started with Lavoisier’s new insights into the phenomena of chemical reactions in general and combustion in particular, as well as about the composition of air. The rise and fall of the Phlogiston theory is a good example to the process of the replacement of one theory by another, due to new facts and new discoveries. In addition, it stresses the advantages and limitations of scientific models and theories, as well as the nature of science. A brief program, planned for two lessons, was developed around the Phlogiston Theory, in the framework of teaching and learning the “Science: An Ever-Developing Entity” program. Semi-structured interviews with teachers and students were conducted after the completion of the Phlogiston topic. Based on the findings, it is suggested that the brief program, reached its goals. The students, who studied the program, learned more about the scientists – their curiosity and their boldness, as well as about the scientific endeavor, consisting of discoveries, models and theories.

Open Access September 27, 2023

Conservation Science Education Online (CSEO) – A heritage science resource

Alison Murray, Kyna Biggs, Aaron Shugar, Rebecca Ploeger, Erich Uffelman, Maartje Stols-Witlox, Patricia Gonzales, Gregory D. Smith, Maggi Loubser, Laura Fuster López, Giovanna Di Pietro, Anupam Sah, Austin Nevin, Arzu Sardarli, Shuya Wei, Edgar Casanova-González

Page range: 331-345

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Abstract

Conservation Science Education Online (CSEO) is a new online resource that shares strategies for teaching science in art conservation and related cultural heritage fields. An overview will be given of how undergraduate chemistry curricula in the United States have used examples from cultural heritage. The field of art conservation will then be described with an emphasis on the science curricula taught in art conservation programs around the world. Challenges include relating theoretical learning to real-world applications and teaching scientific terminology and concepts to students who may have limited science backgrounds; as well, there is a lack of textbooks and resources with appropriate case studies. The newly launched CSEO online resource offers freely available, effective teaching methods in the form of modules developed by international educators in the field. The inaugural CSEO Conference 2022 served as an introduction to the online resource for a global audience and was the first dedicated conference to bring together heritage science educators to discuss challenges and teaching strategies with the goal of building such a resource. The conference facilitated discussions among participants about teaching strategies, with the intention that these topics would become modules for the online resource, available to all science educators.

Open Access May 11, 2023

“I don’t know, ask the chemists – I think it’s kind of a consensus among them” – Information practice in a problem-based beginner lab

Larissa Wellhöfer, Mareike Machleid, Arnim Lühken

Page range: 347-364

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Abstract

Information literacy is increasingly acknowledged as a contextual and social practice in teaching and research and can be beneficial to further our understanding of laboratory learning. However, there is a need for in-depth insight into the lived information practice in chemistry to develop contextualized information literacy instruction. This work explores the negotiation of information between beginners and experienced members of the chemistry community in a problem-based beginner laboratory. To this end, we conducted a qualitative study following the documentary method by audio-recording the students’ first lab session on-site. The reconstruction of the students’ information practice shows how beginners learn about group-specific knowledge through participation. The results highlight the importance of corporeal information to give meaning to textual and social information in the chemistry laboratory. Exemplified by the concept of acidification, our findings show how social and textual information alone is insufficient for beginner students’ understanding of tacit information. Physical experience and social guidance are necessary to develop shared conceptions between people in the chemistry laboratory practice. Beginner laboratory instruction could benefit from this work’s results by teaching beginners about the corporeal, social, and textual information modalities and showing how they connect in practice.

Ahead of Print / Just Accepted

Ahead of Print / Just Accepted

Volume 5 (2023)

Volume 4 (2022)

Volume 3 (2021)

Volume 2 (2020)

Volume 1 (2019)

Journal Impact Factor	1.5	2022, Journal Citation Reports (Clarivate, 2023)
5-year Journal Impact Factor	1.4	2022, Journal Citation Reports (Clarivate, 2023)
Journal Citation Indicator	0.64	2022, Journal Citation Reports (Clarivate, 2023)
CiteScore	2.0	2022, Scopus (Elsevier B.V., 2023)
SCImago Journal Rank	0.344	2022, SJR (Scimago Lab, 2023; Data Source: Scopus)
Source Normalized Impact per Paper	0.653	2022, CWTS Journal Indicators (CWTS B.V., 2023; Data Source: Scopus)

More information about journal rankings

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Manuscripts
Articles should have a maximum length of 5000 words, excluding the bibliography and any tables. For their convenience, authors should use article and title page templates . All submissions should be made online through the CTI Manuscript Central site at https://mc.manuscriptcentral.com/chemistryteacher.

We have implemented new submission guidelines. Template for Author’s Statements needs to be customized/filled out by the submitting author on behalf of all others and uploaded as separate files at the time of the original submission. For more information on how to fill the for please check Author and ethical statements instructions.

Questions about submissions should be directed to Jan Apotheker at J.H.Apotheker@rug.nl.

Chemistry Teacher International (CTI) focuses on publishing articles that address:

Good practice in chemistry education at all levels
Reports about development in chemistry education
Papers presented in conferences about Chemistry education such as:
- ICCE
- ECRICE
- NICE
- ACRICE
- EUROVARIETY
Reports from educational activities of the divisions and standing committees in IUPAC for publications in the field of education.

The journal aims to be a platform for articles that would otherwise only be published in a local language. The editors will be active in identifying articles in their own language that would be suitable for publication in Chemistry Teacher International.

Authors will also be actively searched for among teachers at all levels of education, writing about projects they have carried out. The journal will publish special issues containing selected articles based on papers presented at the conferences mentioned above.

Your benefits of publishing with us

High quality peer-reviewing
Open access publication
Rapid turnaround times
Every article is easily discoverable because of SEO and comprehensive abstracting and indexing services
Convenient citation tracking via e-mail alert
Secure archiving by De Gruyter and the independent archiving service Portico
Professional sales and marketing support

Editorial Policy & Peer Review Process
Each paper is checked for plagiarism and, if considered for publication, reviewed by at least two reviewers before publication. Chemistry Teacher International offers a broad editorial board consisting of outstanding people working in chemistry education.

Article Processing Charges (APCs)
From January 1, 2023 onwards the Article Processing Charge is set at € 500.
It is possible to get a reduction on the Article Processing Charge. If your country is a member of IUPAC or EuChemS a reduction of 33% will be applied. For more information, please contact Open Access funding department atOAfunding@degruyter.com.

Open Access License
Article in Chemistry Teacher International are published under the Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0). Articles appearing prior to June 2021 were published under CC BY license.

Editorial

EDITOR-IN-CHIEF

Jan Apotheker
Chair Committee on Chemistry Education of IUPAC,
Retired lecturer in Chemistry Education,
Faculty of Science and Engineering,
University of Groningen,
Nijenborgh 9,
9747 AG Groningen, The Netherlands
Tel: +31624990725
j.h.apotheker@rug.nl

VICE-EDITOR-IN-CHIEF

Rachel Mamlok-Namaan
Chair Division of Chemsitry Education of EuChemS,
Department of Science Teaching,
Weizmann Institute of Science,
Rehovot, 76100, Israel
Tel: +97289342446
Rachel.mamlok@weizmann.ac.il
http://www.weizmann.ac.il/ScienceTeaching/Mamlok/

EDITORS

Editor for Asia/NICE
Mei-Hung Chiu
Member executive committee IUPAC,
Distinguished Professor,
National Taiwan Normal University,
Graduate Institute of Science Education,
# 88, Sec 4 Ting-Chou Road,
Taipei City, 116, Taiwan
Tel: +886 935 738 962

Editor for Europe
Iwona Maciejowska
Lecturer in Chemistry and University Education,
Department of Chemistry Education,
Jagiellonian University,
2 Gronostajowa, 30-387 Krakow, Poland
Tel: 0048126862430
iwona.maciejowska@uj.edu.pl

Editor for Africa (ACRICE)
Marietjie Potgieter
Acting HOD: Department of Chemistry,
Chemistry Building, Room 3.22-1,
University of Pretoria, Private Bag X20,
Hatfield 0028, South Africa
Tel: +27 (0)12 420 3093
marietjie.potgieter@up.ac.za　
www.up.ac.za

Editor for Latin America
Alejandra Suárez
Professor of Organic Chemistry,
Facultad de Ciencias Bioquímicas y Farmacéuticas,
Universidad Nacional de Rosario,
Instituto de Química Rosario - CONICET-UNR,
Suipacha 531, S2002LRK-Rosario, Argentina　
Tel/Fax: 54-341-4370477
asuarez@fbioyf.unr.edu.ar
suarez@iquir-conicet.gov.ar

Editor for North America
Ian Butler
Professor of Inorganic Chemistry,
Department of Chemistry,
Otto Maass Building, Room 427,
McGill University,
801 Sherbrooke Street West,
Montreal, Quebec,
Canada H3A OB8
Tel: 1-514-398-6910
ian.butler@mcgill.ca

Editor for Australia/New Zealand
Suzanne Boniface
Retired Lecturer in Chemistry Education,
School of Chemical and Physical Sciences,
Victoria University of Wellington,
PO Box 600, Wellington, New Zealand
Tel: +64 4 4636485
suzanne.boniface@vuw.ac.nz

(Deutsch)

Type: Journal
Language: English
Publisher: De Gruyter
First published: June 20, 2019
Publication Frequency: 4 Issues per Year