JOURNAL OF CHEMICAL EDUCATION化学教育杂志
JOURNAL OF CHEMICAL EDUCATION(英文缩写 J CHEM EDUC),ISSN 0021-9584,eISSN 1938-1328,中文译名:化学教育杂志 是一本学术期刊。本页汇总该期刊的最新影响因子、分区信息以及最新收录于 PubMed 的文献,帮助您快速了解期刊全貌。
发文量统计区间：2025-09-27 至 2026-09-27，按本站收录文献的发表日期统计。
期刊介绍
历年影响因子趋势
| JCR 数据年份 | 影响因子 | JCR 分区 |
|---|---|---|
| 2021 | 3.208 | Q2 |
| 2022 | 3.000 | Q2 |
| 2023 | 2.500 | Q2 |
| 2024 | 2.900 | Q1 |
| 2025 | 3.000 | Q1 |
JOURNAL OF CHEMICAL EDUCATION 最新收录文献
-
1. Revisiting a Common Cobalt Chloride Equilibrium Experiment with Generative Artificial Intelligence.
PMID:日期:2026-09-08We have developed and implemented a first-year undergraduate laboratory experiment at St. Bonaventure University that augments a well-established thermodynamics lab on the spectrophotometric determination of the equilibrium of cobalt-(II) chloride hexahydrate with generative artificial intelligence (GenAI). Students utilized the aggregate of their own knowledge, peer discussion, instructor guidance, and free ChatGPT accounts in their analysis of laboratory data to iteratively refine their answers to chemical questions. Overall, the inclusion of GenAI in student workflow did not appear to negatively impact student performance, but there were instances where it struggled to produce correct answers for tasks. Descriptive analysis of student responses, chat logs, and instructor discussions suggests that most students improved their final answers despite potential shortcomings in GenAI responses. However, the analysis additionally identified multiple areas which could be improved in future iterations of this work. This laboratory experiment is designed such that it can be easily adopted by faculty with an interest in exploring the use of GenAI in chemistry curricula. In future work we intend to adapt the iterative framework and Sankey Flow diagrams employed in this work to design assessments which can disentangle the influence of peers, instructors, and GenAI on students' work.
-
2. Development of Interdisciplinary SynZyme CURE: A Bridge between Organic Synthesis, Protein Biochemistry, and Drug Discovery.
PMID:日期:2026-09-08The SynZyme Course-Based Undergraduate Research Experience (CURE) was developed to immerse students in an interdisciplinary semester-long project integrating organic synthesis and enzyme biochemistry within the context of early stage drug development. Embedded within a bioinstrumental chemistry course, this CURE also emphasizes the practical use of instrumentation in chemical and biochemical research. Eight undergraduate students synthesized a series of five novel triazole-based compounds and performed detailed molecular characterization to confirm purity and identity. Students then performed ADMET analysis and molecular docking before evaluating the inhibitory activity of the compounds against two target bacterial protein tyrosine phosphatases. Student Assessment of their Learning Gains (SALG), along with the Undergraduate Research Student Self-Assessment (URSSA) instrument, was used to evaluate the gains and experiences of the participants. Data revealed increased confidence in conducting independent research and contributing meaningfully to a research project. It also highlights the potential to promote a deeper understanding, skill development, and research competency among undergraduate students. Overall, the SynZyme CURE demonstrates the effectiveness of course-based research in fostering scientific identity, strengthening interdisciplinary literacy, and preparing undergraduates for real-world research environments.
-
3. Pick Your Own Adventure: Orthogonal Methods for Analyzing Polyphenols.
PMID:日期:2026-08-11The analytical chemistry classroom is naturally poised to demonstrate the use of orthogonal techniques to quantify different molecules such as polyphenols. Using food science as a lens and a molecule-centric, inquiry-based approach, this article describes a semester-long laboratory experience for students to adapt and use potentiometric titration, spectrophotometric, and chromatographic methods to analyze polyphenols (., catechin and gallic acid) in instructor-provided samples. Students then are given the agency to select a sample of interest which (theoretically) contains the target analytes (or not) and justify the appropriate method for that sample. The implementation of this experience provides students with many opportunities to authentically engage in scientific practices, such as designing experiments, evaluating their results, and making evidence-based decisions about how to modify procedures and what samples to study. After completing this laboratory experience, students reported significant gains in learning laboratory techniques and moderate gains in designing experiments and analyzing data, while engaging in authentic analyses (including variability) in a supportive environment. Peer evaluations also indicated that students had positive experiences working in groups. Furthermore, the experience is incredibly flexible. Each standard method module (titration, spectrophotometry, chromatography) can be completed independently, or more orthogonal techniques (., gas chromatography) could be added to expand the molecule-centric semester experience.
-
4. Exploring the Interface of Hyperconjugation and PolarizabilityEnhancing Pedagogies for Charge Stabilization in Organic Chemistry.
PMID:日期:2026-08-11The stabilization of positive and negative charges by alkyl groups (in particular) in organic compounds is often described as polarizability, but it can also be described as hyperconjugation (and related stereoelectronic effects). To a large extent, how one describes charge stabilization depends on the bonding model used. One can only talk about hyperconjugation in the context of a localized bonding model (hybridization). However, using this bonding model, it is less intuitive to talk about polarization of the whole molecule, which requires full molecular orbitals. It is important in chemical education to be aware of the limitations and intersections of the models we are using. In this work, we show that the polarization of alkyl chains in representative molecules, either by a computationally applied field or by a charge in the molecule, is reflected in changes in hyperconjugative interactions throughout the structure in a logical and predictable manner. This makes a clear and accessible point that hyperconjugation and polarizability are simply two models (at least for charge stabilization) that explain the same phenomenon. In this work, we identify advantages and limitations of each explanation, giving educators examples that can be used in teaching at various levels.
-
5. Evaluation of the Influence of Protein Coatings on Bacterial Adhesion to Biomaterials.
PMID:日期:2026-08-11Biomaterials used in medical implants are prone to bacterial adhesion and biofilm formation, which can lead to persistent infections. , which is a major cause of prosthesis-associated infections, adheres to biomaterial surfaces and forms biofilms, increasing resistance to antibiotics and immune responses, compromising the osseointegration. Protein adsorption on biomaterial surfaces plays a crucial role in bacterial adhesion. Serum albumin has the capacity to inhibit bacterial adhesion by creating a less favorable surface, whereas fibronectin (FN) promotes bacterial attachment by binding to bacterial fibronectin-binding proteins. This work studies the influence of human serum albumin (HSA) and FN coatings on adhesion of to polycaprolactone (PCL) scaffolds, commonly used in tissue regeneration. Additionally, changes in surface hydrophilicity/hydrophobicity were analyzed. The findings provide the students with insight into how protein coatings modulate bacterial adhesion, potentially guiding the development of infection-resistant biomaterials, allowing them to gain a deeper understanding of biomaterials, strengthen their capacity for scientific creativity, and develop greater enthusiasm for research.
-
6. Spiral Integration of Organic Synthesis and Instrumental Characterization Using Ferrocenyl Chalcones.
PMID:日期:2026-08-11Undergraduate chemistry curricula often present organic synthesis and instrumental analysis as disconnected experiences, limiting students' ability to integrate structural, spectroscopic, and materials-focused concepts when interpreting authentic data. To address this problem, we implemented a spiral laboratory experience in a third-year Instrumental Analysis course at a Hispanic-serving research university (n ≈ 48) in which students revisited ferrocenyl chalcones synthesized in a prior organic chemistry course and analyzed them as "unknowns" using complementary chromatographic, spectroscopic, and thermal analysis techniques. This reintegration required students to draw on prior synthetic knowledge while developing new analytical reasoning skills by interpreting data collected across multiple analytical methods. A structured artificial intelligence (AI) prelaboratory component asked students to use targeted prompts to predict characteristic signatures, supporting conceptual preparation, and promoting critical evaluation of AI-generated chemical information. Assessment of laboratory reports and postactivity surveys revealed increased student confidence with analytical instrumentation, improved ability to integrate concepts across subdisciplines, and increased engagement with materials-oriented applications of organometallic compounds. This activity provides a replicable model for addressing curricular fragmentation by combining spiral integration, integrative analytical reasoning, and responsible AI use within the undergraduate chemistry laboratory.
-
7. What Counts in General Chemistry? An Exploratory Look at What Was Emphasized and Rewarded on General Chemistry Exams Across the United States.
PMID:日期:2026-08-11General chemistry courses are prerequisites for many Science, Technology, Engineering, and Mathematics (STEM) majors. This reflects a, perhaps tacit, assumption that performance in introductory chemistry relates to one's suitability for a STEM career. Unfortunately, our field has little idea what is required to succeed in general chemistry courses across the United States. Therefore, we cannot evaluate if general chemistry grades are an appropriate proxy for one's potential in STEM. Here, we describe the intellectual work emphasized and rewarded on 235 exams administered in general chemistry courses at 57 colleges/universities across the USA. We parsed assessments into , which might consist of multiple , each with at least one embedded . We focus on exams as they are ubiquitous in general chemistry courses and typically consequential for students' grades. First, we used the 3-Dimensional Learning Assessment Protocol to describe exam points allotted to items that prompt students to use core disciplinary ideas to make sense of phenomena (i.e., 3D Learning). Findings showed that prompting for 3D Learning on assessments was rare regardless of institution type, comprising less than 7% of exam points in our data set. Next, we developed and applied a protocol to describe tasks that did not have the potential to engage students in using core ideas in science practices (i.e., 0D ). This revealed that rote calculations were overemphasized comprising over 27% of all 0D . Findings indicate that general chemistry courses gate access to STEM by student facility with rote calculations and drawing/labeling specialist pictures. We unpack why this is problematic and provide recommendations for building chemistry assessments that have the potential to be more meaningful and equitable.
-
8. Enhancing Science Communication through Deliberative Discussions on Water Contamination in a General Chemistry Lab at an HBCU.
PMID:日期:2026-08-11In Spring 2023 (pilot study, n = 24) and Spring 2024 (main study, n = 48; survey respondents n = 36), second-semester General Chemistry II laboratory students at Xavier University of Louisiana, a Historically Black College and University (HBCU), participated in a classroom activity designed to enhance science communication skills through deliberative discussions on water contamination issues. Following qualitative analysis experiments on heavy metal ions, students engaged in structured small-group deliberations evaluating real-world water contamination challenges and policy solutions. The activity was explicitly aligned with the United Nations Sustainable Development Goal (SDG) #6: Clean Water and Sanitation, providing a global sustainability framework for student discussions. Survey results indicate increased student engagement, improved understanding of water contamination, and enhanced confidence in communicating scientific concepts to nonspecialist audiences. While most students reported increased interest in science communication and STEM careers, some indicated the need for additional support to build confidence. These findings demonstrate that integrating deliberative, sustainability-focused discussions into laboratory courses effectively connects experimental chemistry to societal challenges while fostering scientific literacy and communication skills.
-
9. Thin-Layer Electrochemistry: Visualizing the Diffusion Layer During Chronoamperometry and Cyclic Voltammetry.
PMID:日期:2026-08-11The phenomena that occur in the diffusion layer play a central role in electrochemical processes but are often challenging for students to understand. Here, we present a demonstration and activity to directly observe and analyze the changes in diffusion layer during chronoamperometry and cyclic voltammetry. Methyl viologen (MV), a redox indicator with distinct color changes upon one-electron reduction, was used to generate an observable color change. The reaction was carried out in a homemade thin-layer cell, and the color changes were monitored and recorded using an optical microscope equipped with a digital camera. In chronoamperometry, students examined the time dependence of current decay and diffusion-layer growth, then calculated the diffusion coefficient of the methyl viologen radical cation (MV). In cyclic voltammetry, students visually tracked the appearance and disappearance of the colored diffusion layer during forward and reverse potential scans. Linking these visual observations to the electrochemical responses enhanced students' ability to comprehend the underlying processes. This activity offers a versatile and visually engaging tool for teaching electrochemistry in both introductory and advanced courses.
-
10. {"_":"Effects of Temperature and Salinity on the Germination of .","i":["Triticum aestivum"]}
PMID:日期:2026-08-11In this laboratory exercise, students explore the potential impacts of temperature and salinity on agricultural systems. Specifically, wheat seed germination was evaluated across a temperature range of 15-35 °C and in the presence or absence of sodium chloride (NaCl), thereby simulating scenarios of rising temperatures and increasing soil salinity. The primary objective of this activity was to raise students' awareness of the challenges that climate change may pose to crop production and, consequently, to promote critical thinking about agronomic strategies that could mitigate these adverse effects. The results indicate that both root and shoot growth of wheat seedlings increase as temperature rises within the tested range. However, at elevated temperatures (35 °C), particularly under saline conditions, both root and shoot development were markedly reduced. These findings allow students to examine the interactive effects of temperature and salinity stress while connecting experimental observations to broader environmental and agricultural issues.