Journal of chemical education

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  Año 2026, Vol. 103, Número 4. Texto Completo Ejemplar

  • Commentaries

    • What Do Premeds (and Bio Majors) Need to Know of Organic Chemistry?

      Charles L. Perrin

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      22 págs.

      

  • Chemical Education Research

    • Chemistry Teachers’ Perception of Students’ Difficulties in Reading and Drawing Chemical Structures

      Lars-Jochen Thoms, Gina Blick, Lukas Schmidt, Florian Furrer, Mitra Purandare, Frieder Loch, Johannes Huwer

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      30 págs.

      

    • Empowering Graduate Teaching Assistants in Chemistry: Collaborative Action Research and GTAs’ Professional Agency

      Abdul Rauf, Minjung Ryu

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    • Enhancing Student Motivation in Laboratory Courses: Research-Based Blended Learning versus Traditional Instruction

      Jonathan Piard, Marine Moyon

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    • Examining Generative, Extraneous, and Essential Features in Chemistry YouTube Videos: Recommendations for Practice

      Melinda E. Barman, Miciah L. Mikes Thacker, Maddie E. Moorehead, Maxwell Wissman, Waverley Gerken, Sabrina M. Ryland, Ellen J. Yezierski

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    • Nondigital Game Creation as a Teaching Method for Sustainability of Nanomaterials: Student View to Learning and the Role of Emotions

      Samuel Girmay, Paula Schönach, Benjamin P. Wilson, Antti J. Karttunen, Kirsi Yliniemi

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    • Curriculum Reform, Competency Framework, and Technological Innovation in Undergraduate Materials Science and Engineering Education: A Systematic Review

      Xiaohang Gai, Mi Song Kim

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    • Engaging General Chemistry Students in Discussions on Critical Raw Materials and Examining Their Attitudes Toward the Environment and Perception of Sustainable Development

      Yousuf Mustafa, Aniketh Awatiger, Amelia Fritz, Mohammadhossein Siadat, Eunice Koh, Isabella Ilardi, Avani Durve, Terrence Giovanniello, Jana-Christin Bütow, Ingo Eilks, Ozcan Gulacar

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    • Organic Chemistry Students’ Use of Electrostatics to Explain Reactivity

      Chloe K. Robinson, Scott E. Lewis

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    • Challenges in Chemistry Calculations at University Entry: Evidence from a Multi-Institutional Study

      Martin Rusek, Dominika Koperová, Iveta Bártová, Veronika Machková, Vlastimil Chytrý, Vladimír Sirotek, Jitka Štrofová, Petr Smejkal

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    • Using Black Pepper Crop Waste Pyrolysis for Activation Energy Determination with Introductory Undergraduate Chemistry Students: A Grounded Theory Study

      Gyovana L. Welsing, Marta A. Machado, Paulo R.G. Moura

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  • Articles

    • Chemistry of Paint: Interdisciplinary Lessons and Experiments for Undergraduate and High School Students

      Leah Kubasek, Lauren M. Rossiter

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    • The Impact of an Interactive Open Education Textbook for an Undergraduate Introductory Chemistry Course for Nonmajors

      Erin M. G. Avram

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    • A Cross-Sectional Analysis of Mechanistic Reasoning Strategies for Elimination Reactions in the Organic Chemistry Sequence

      Thomas R. Locascio, Benjamin Yacht, Jason G. Liang Lin, Sean Gao, Taylor Outlaw, Charles T. Cox Jr.

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    • One Dye to Teach Them All? Donor–Acceptor Stenhouse Adducts as Model Compounds in High School Chemistry

      Jordan Karg, Marcel Emmert, Katja F. Weirauch

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    • Curricular Innovation in Sustainable Product Design: Combining LCA, DFMA, and Case Studies

      Arlindo Silva, Jacob Kang, Mei Xuan Tan, David Rosen

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    • Fostering a Supportive Environment: Opportunities and Challenges for Graduate Students in Materials Science and Engineering

      Zoe Meyer, Taylor Repetto, Veronica Caro, Geeta Mehta

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    • Analyzing Green Chemistry Integration in Secondary Education: A Case Study of Berlin and Brandenburg Textbooks

      Nikki Y. T. Man, Lisa M. Miller, Ruediger Tiemann

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    • Modern Chemistry Teaching. Part 1. Geometrical Crystallography at High School during Chemistry Lessons and Clubs

      Iwona Paleska, Ilona Turowska Tyrk, Michał Ksawery Cyrański

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    • “Spectroscopy Never Lies”: Classroom Study on Real-World Problems with UG and PG Students

      Nirbhik Chatterjee, Dipankar Pramanik

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    • The Impact of the Cognitive Apprenticeship Model on Teaching Qualitative Analysis in Senior High School Chemistry

      John Nketsiah, Abraham Motlhabane

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    • Understanding the Relationship between Organic Chemistry Misconceptions and Students’ Chemistry Self-Efficacy in Higher Education Organic Chemistry Courses

      Lauren Dudley, Philip Sadler, Brian Alters

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    • Shielding through Time: Bridging the History and Teaching of Slater’s Rules

      Grace Juwon Lee, Rebecca M. Jones

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    • Asynchronous Grading Calibration Exercises to Improve Graduate Teaching Assistant Grading Accuracy

      Sofía Ramírez López, Anthony M. Vassalotti, William J. Howitz

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    • On First Generation Student Success in General Chemistry: The Role of Attitude, Self-Concept, and Belonging

      Vijay S. Vyas, Scott A. Reid

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    • OrganicERs: Fostering a Community of Practice for Organic Chemistry Instructors through Workshops and Online Faculty Learning Communities

      Alexey Leontyev, Justin B. Houseknecht, Jennifer L. Muzyka, Catherine O. Welder

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    • Rethinking Grades: Ungrading in a High-Enrollment Second-Year Organic Chemistry Teaching Laboratory

      Jessica Martin, Justin H. Chang, Emma C. Davy, Jason G. Wickenden

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    • The Impact of Teachers’ Interpersonal Relatedness Style on First-Year Undergraduates’ Learning Engagement in Inorganic Chemistry Experiment Class: Mediating/Moderating the Role of Perceived Relatedness Need Satisfaction/Frustration

      Jiayi Jiao, Xiaoyan Wang, Xinglong Jin, Xinshi Wu, Yong Liu

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    • Revealing the Diffusion Coffee Ring on Hydrophilic Paper for Popular Science Learning of Liquid Surface Tension and Capillary Action in Microchannels

      Hao Lin Zou, Zi Bo Qu, Shuhao Zhang, Liang Dong Gu, Qin Chi Cao, Hong Qun Luo, Nian Bing Li, Bang Lin Li

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    • Exploring the Development of Chemistry Understanding from Concept Maps to SOCMEs

      Micke Reynders, Thomas A. Holme

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