Band 7, Heft 2 - Special Issue: The 27th IUPAC International Conference on Chemistry Education (ICCE 2024) Special Issue; Guest Editors: Supawan Tantayanon, Taweetham Limpanuparb

We are pleased to present this special issue of the Chemistry Teacher International , showcasing a selection of 15 impactful papers from the 27 th IUPAC International Conference on Chemistry Education (ICCE 2024), held from July 15-19, 2024, at the Royal Cliff Grand Hotel in Pattaya, Thailand. The conference was organized by the Chemical Society of Thailand, in partnership with Chulalongkorn University, Thammasat University, and Burapha University. An introduction to the papers along with the background of the conference is given.

This review synthesizes recent advancements in laboratory education research in university chemistry over the past decade, from 2014 to 2024. It focuses on three key areas: evidence-oriented teaching practices, student learning outcomes and processes, and progressive curriculum development. The paper highlights the growing emphasis on evidence-based approaches to laboratory instruction, the multifaceted nature of student learning in the laboratory, and the importance of designing laboratory curricula that ensure progression and congruence across study programs. The review instantiates how evidence-oriented teaching practices have led to a shift in focus from theory to practical techniques. It explores the diverse learning outcomes associated with laboratory work, including experimental competencies, conceptual understanding, and affective aspects such as identity development and self-efficacy. The paper also introduces a comprehensive framework for assessing student learning in laboratories, integrating cognitive, conative, affective, psychomotor, social, and epistemic domains. Furthermore, the review examines approaches to curriculum development that emphasize scaffolding, progression, and alignment between various curricular elements. It presents models for developing experimental design competence and ensuring congruence in laboratory curriculum development. The paper concludes by acknowledging the persistent gap between research and practice in laboratory education and calling for continued efforts to bridge this divide.

The study reports a comparison of two first-semester general chemistry cohorts who were provided with the same instruction and course materials, but the format for their online homework assignments differed. One cohort had homework assignments organized using a block or categorized format, in which the concepts (e.g., limiting reagents) being assessed were identified for each problem. The second cohort had homework assignments organized using an uncategorized or interleaved format in which the assessed concepts were not provided. The two cohorts completed the same tests and a standardized American Chemical Society (ACS) final exam. Students who completed the uncategorized or interleaved homework assignments scored higher than the block or categorized cohort on each of the four tests and the final exam. Statistical differences, using a 95 % confidence level, were observed on the first test and final exam.

Shortcomings in the chemical safety and security curriculum in Kurdistan universities and a lack of awareness have led to undesired incidents. Unassessed chemical risks in academic centers challenge compliance with health, safety, and environmental policies. To address this, a pilot study evaluated the effectiveness of a new chemical risk management curriculum. Results showed a 57.4 % increase in participants’ knowledge of chemical safety and security principles. Awareness of the distinction between safety and security improved significantly, from 18.8 % to 42.6 %. Interest in learning more about chemical safety rose from 35 % to 50 %. Statistical analysis summarized the findings, including weighted mean, ranked mean, grouped standard deviation, count, and percentages. The Wilcoxon Signed Rank Test assessed differences between pre- and post-surveys, with a p-value of 0.05 or less confirming statistical significance. This pilot study demonstrates the curriculum’s potential to enhance chemical safety and security knowledge, offering a model for other universities to reduce incidents and improve compliance with safety protocols.

Laboratory inspection is an essential component of a comprehensive laboratory safety and security programme. Periodic inspections play a three-pronged approach that minimises the risks, ensures that the laboratories comply with the local regulations, and raises safety and security awareness across the different faculties. However, the current training methodology for laboratory inspection is on the job and may be time-consuming and disruptive to the researchers. The Safety and Health (SH) trainers will need to borrow laboratory space to plant the hazards for every training. Herein, we employed WebVR software, namely Uptale, to design an immersive virtual reality (VR) laboratory inspection training module. With the use of immersive VR technology, SH trainees can have a realistic view of the laboratory, participate remotely, learn and refresh at their own time and pace. SH trainees were first tasked to conduct a VR laboratory inspection to identify and understand the different risks, such as chemical safety and security, present in the laboratory. The SH trainees would then have to complete a quiz and survey to validate the effectiveness of the VR training. With the VR laboratory inspection training module showing success of transiting from in-person on-the-job-training directly to VR, other safety training modules, such as chemical safety, may be transformed from PowerPoint slides to immersive VR.

There is increasing emphasis on incorporating complex global challenges such as sustainable development and environmental justice in college chemistry instruction. Addressing these issues requires a community of engaged citizens who are empowered to enact change in their communities and value diverse perspectives. Culturally relevant pedagogy (CRP) is a framework that may support college chemistry faculty in integrating these social justice aims while also advancing equity within their own classrooms. However, college chemistry instructors’ knowledge and implementation of CRP remains understudied. This research explores how college chemistry instructors ( n  = 6) from different institutions across the United States describe and operationalize CRP. Thematic analysis of semi-structured interviews indicates that the instructors in this study are flexible in their teaching approach, cultivate a classroom community of collaboration and belonging, and affirm that all students can be successful in chemistry. These practices are foundational elements of CRP, but they must also be coupled with knowledge of students’ cultural backgrounds and awareness of sociopolitical issues that impact students. A framework that considers the context of college chemistry is proposed to support instructors’ adoption of all of the tenets of CRP. Future work will further develop and examine the use of our framework for chemistry faculty development.

Chemistry is deeply interconnected with various aspects of sustainability. However, enabling students to analyze these interconnections requires adequate support in learning. Moreover, few studies have explored the connection between students’ perceptions of chemistry learning competencies and their sustainability competencies that could be the basis for improving pedagogical practices. Therefore, this research investigated Filipino Grade 12 students’ perceived performance and relevance of chemistry learning competencies to sustainable development. Moreover, this study explored the students’ sustainability competencies, specifically action competence and critical thinking disposition. The Performance-Relevance Grid Analysis categorized the learning competencies based on the extent of perceived performance and relevance. Furthermore, the analysis also showed a correlation between students’ perceived performance and relevance ( p  = 0.015). Additionally, critical thinking disposition was found to be correlated with students’ perceived performance ( p  = 0.002) and relevance of chemistry learning competencies ( p  = 0.036) as well as with action competence ( p  < 0.001). Research findings provide crucial insights for future research and practice that could drive the integration of sustainability in chemistry education. This integration not only enhances the relevance of chemistry, but also encourages students to see the broader implications of their studies in the context of sustainable practices and societal impact.

The integration of Spatial Reality technologies in educational settings has gained momentum as a powerful instrument for teaching and learning. While research has consistently shown the significant potential of these technologies in enhancing students’ knowledge acquisition and retention, a phenomenon termed “VR teaching anxiety” persists among many educators, leading to hesitancy in adopting Spatial Reality into their teaching practices. In this paper, the authors shed light on the specific concerns related to VR teaching anxiety reported by educators. To mitigate these anxieties, the authors recount their firsthand experiences with employing Spatial Reality technologies in chemistry education at a higher education institution in Singapore. Additionally, they offer a suite of recommended practices gleaned from their journey, aiming to empower educators to confidently integrate these innovative tools into their curricula.

This qualitative study investigates how teachers perceive and design Small-Scale Chemistry driven STEM Learning Activities (SSC-STEM) in their teaching practice. While small-scale chemistry experiments offer numerous advantages for chemistry education, there is limited research on their integration into STEM education frameworks. This study examined teachers’ understanding, perceptions, and lesson design practices when implementing SSC-STEM activities. Fifty teachers from Thailand, Sri Lanka, and the Philippines participated in SSC-STEM training. Data were collected through questionnaires that explored teachers’ perceptions and analyzed their STEM lesson designs. The findings reveal that teachers demonstrate positive perceptions of SSC-STEM, particularly regarding its potential to foster STEM literacy and environmental consciousness. The analysis of lesson designs showed the successful integration of small-scale chemistry experiments with real-world environmental challenges, although teachers faced challenges in certain implementation aspects. High scores in teamwork (4.63) and self-directed learning (4.73) contrasted with lower scores in teaching performance (2.88) and teaching strategies (2.94), indicating areas needing professional development support. This study contributes to the understanding of how small-scale chemistry can be effectively integrated into STEM education while promoting sustainable development practices. These findings provide insights for teacher preparation programs and curriculum development for implementing integrated STEM approaches using small-scale chemistry experiments.

Here we report a practical laboratory that first-year undergraduate students can do in a general chemistry framework to explore both electrochemistry and transition metal chemistry. These laboratory activities focus on the use of saccharides and specifically starch as possible sustainable sources of energy by experimenting with the redox reactions that occur between vanadate ions and different saccharides. Students undergo hands-on experiments in order to see color changes that indicate electron transfer and link to real-world applications of these concepts in energy conversion. To reduce dependency on foreign resources and the economic risks of foreign energy product prices, the experiments employed agricultural products to generate electricity. Through the application of “Sufficiency Economy” philosophy, this work provides students with lessons in sustainable practice and the fundamentals of electrochemistry, which are essential for addressing today’s global challenges.

We present an experimental activity designed for upper secondary students, where a pH scale is constructed taking advantage of the ability of a pH indicator to display different colors according to the pH of the medium. To build the scale, two solutions are prepared: 1 M HCl (pH = 0) and 1 M NaOH (pH = 14). Each original solution undergoes six consecutive 1/10 dilutions, producing acidic solutions with pH values of 1, 2, 3, 4, 5, and 6; and basic solutions with pH values of 13, 12, 11, 10, 9, and 8. Pure water (nominal pH = 7) serves as the reference. Upon adding the indicator, a beautiful rainbow of colors appears in the solution containers. To connect the experimental results with its mathematical representation, a written exercise is provided for students. This activity allows them to visually understand that, even though the change in pH is only one unit, the change in H + concentration is 10 times greater or smaller. Thus, pH is an exponential function, best expressed in logarithmic terms.

The experimental domain is central to chemistry education at undergraduate level. It is important that teachers teaching chemistry at this level are oriented with research informed approaches based on work done in chemistry education research. Currently, academic autonomy is being granted to various state colleges affiliated to university system in India and such an orientation is the need of the time. The chemistry group at HBCSE has been conducting capacity building workshops in the experimental domain for chemistry teachers as part of the National Initiative on Undergraduate Science (chemistry) programme. The primary aims are a) present hands-on experiences of experiments developed using inquiry/investigatory approaches and b) help teachers to reflect on related aspects of pedagogy, assessment and content. Often these experiments are selected from the existing lab manuals for teachers to witness how to adapt and modify experiments from their own lab manuals. This paper discusses examples, structure of workshops and feedback from participating teachers who are receptive to these alternative approaches. Conduct of such workshops in regular college set-ups can help teachers to reflect on the existing teaching-learning practices in conventional laboratories. In our opinion, the entire process is equally important to those individuals involved with similar activities globally.

Research on preservice science teacher’s reasoning is comparatively new in a larger field of research on reasoning. This study examines model-based reasoning among preservice science teachers to make recommendations on how reasoning can be fostered within chemistry teacher education. It coalesces over 20 years of a program of research in this area. Firstly, several empirical studies on undergraduate students and their reasoning are examined. Future chemistry teachers are drawn from this pool of undergraduate students. Secondly, empirical studies in preservice teacher education are examined to highlight reasoning among preservice chemistry teachers. Thirdly, recommendations are put forward for future research on the development of scientific reasoning among chemistry teachers as an important facet of chemistry teacher education.

Metacognition is a critical cognitive skill in learning science. Numerous studies indicate that learners with high metacognitive abilities tend to excel in scientific skills, such as their capacity to construct scientific models. This study aims to compare students’ ability to construct concept-process models before and after participating in analogy-based learning using the Focus-Action-Reflection (FAR) method on the topic of metabolism. Additionally, the study investigates the relationship between students’ ability to construct conceptual process models and their metacognitive skills. The sample consisted of 137 second-year students enrolled in a basic biochemistry course, selected through cluster sampling. The research instruments included a process model construction assessment and the Metacognitive Awareness Inventory (MAI). The data were analyzed using paired sample t -tests and correlation analysis. The results showed significant improvement in students’ ability to construct conceptual process models, with an average learning gain of 16.5 %. Statistical analysis indicated a significant increase in test scores after the instructional activities. Furthermore, Spearman’s correlation analysis revealed a positive relationship between learning progress and metacognitive skills, particularly in the use of information management strategies (IMS) and debugging strategies (DS). These findings emphasize the importance of integrating metacognitive skill development into science education, particularly in fostering students’ ability to construct conceptual process models – an essential tool for enhancing science learning outcomes.

Applications of magnetic ionic liquids have been receiving growing interest recently. The magnetic properties of magnetic ionic liquids have been included in high school science textbooks in Japan as an area of possible future development. In the Science Fair event described here, magnetic ionic liquids synthesized in various ratios were correlated with their thermodynamic properties. This article describes Microscale Chemistry for a science fair with a focus on elementary school students as the target audience. Magnetic ionic liquids can be expected to become a new class of materials with potential for further educational applications in a more sustainable way.

The development of standards and guidelines for undergraduate chemistry programs across the globe can ensure that students and faculty have the facilities, curriculum, skills, and infrastructure to support chemistry education. The American Chemical Society began its exploration of standards in the United State in the 1930s culminating in the ACS Approval Program, which currently includes over 700 programs in the United States. In 2019, ACS embarked on the development of an ACS Recognition Program for programs worldwide. The development of guidelines and standards for these related, but not identical, programs is based on the core principles of the ACS and the needs of the broader chemistry education community. It involved an iterative process that included contributions from chemistry professionals, educators, employers, and other stakeholders, with feedback from the broader academic community. The goal of these guidelines and the approval and recognition programs is to ensure that students have an engaged faculty, a safe and inviting space to learn, access to modern instrumentation for teaching and research, a safe, inclusive, and equitable environment in which to learn, and the content knowledge and skills needed for success as a chemical professional.