Reply to “Using the Right Words in the Right Way: Atom, Molecule, Element, and Compound”

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Despite the efforts from the International Union of Pure and Applied Chemistry (IUPAC) and from chemistry educators, misconceptions in the classroom and among professionals arise from the inherent complexity of chemical language and the remaining traces of the historical development of chemistry as a science. In order to improve the learning and understanding of chemistry, it is crucial to clearly define and contextualize the fundamental notions of chemistry. In a previous article, we proposed a new definition of molecule as a stable and electrically neutral chemical entity that exists with a finite number of chemical bonds (0 to n, with n being a finite integer number) (J. Chem. Educ. 2022Educ. , 99 (8), 2999. This new definition, which implies that isolated He, Ne, and Ar atoms can be considered as molecules with 0 bonds, was shown to be useful for our students and may help them overcome commonly described misconceptions. During this work, we noticed that the term compound may be confusing since various texts give different definitions. Actually, there are four commonly accepted senses or meanings of the term compound that refer to different things within different scales and realms (abstract and material). Herein, we propose a way to overcome the misconceptions originating from the use of the word compound. In order to do this, we encourage the correct use of the terms substance and molecule, respectively, for macroscopic and microscopic objects and the use of the word compound to refer to a category of objects, and we discuss the possibility to introduce a new word, reticulum, for referring to chemical species that are not made of molecules.

Section: Discussionmentioning

confidence: 99%

Improving the Understanding of Chemistry by Using the Right Words: Why Is Talking about Compounds so Messy?

Reina,

This,

Reina

2023

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“…One of the most challenging aspects of learning sciences is its inherent abstract nature, which compels students to transcribe real world problems into modeled representations. , Chemistry is not alien to this issue. In fact, there is a constant need to relate macroscopic observations, submicroscopic or molecular models and symbolic language that enables a simple, clear, universal and synthetic way to communicate among chemists. − The linkage between the three aspects of chemistry has been already examined by Johnstone, who provided a schematic representation known as Johnstone’s triangle, broadly employed by several authors. − Furthermore, mathematical problems, including numerical and algebraic determinations, the increased amount of work and work rhythm going from high school to university courses, and the heterogeneity of the school enrollment, are among the major obstacles faced by first-year undergraduates …”

Section: Introductionmentioning

confidence: 99%

PLATA: Design of an Online Platform for Chemistry Undergraduate Fully Automated Assignments

Reina,

Guzmán-López,

Guzmán-López

et al. 2024

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In the Digital Era, the development of new educational instruments is crucial for supporting students in their academic journey. While there is a significant correlation between homework and learning, the effectiveness of assignments is often constrained by the large number of students and the extensive grading required by teachers. In this context, open educational resources (OER), particularly those built on the free and opensource Moodle platform, have shown increased learning among students, becoming valuable instruments for educators. Automated chemistry assignments are challenging, in contrast to physics or mathematics. This is due to the necessity of accounting for the vast yet finite universe of existing molecules, compounds, and reactions along with the inherent constraints imposed within the field. In this article we present PLATA (Programa en Li ́nea de Apoyo a las Tareas Acadeḿicas), a Moodle based OER for automated chemistry homework implemented at Facultad de Qui ́mica at UNAM. PLATA is an online platform with more than 132 million open answer exercises (not multiple choice) automatically graded with specific feedback for each exercise attempt. The design and characteristics of the program, some examples showing its versatility, and the outstanding students' outcomes of the OER are presented. PLATA has been used by more than 15,500 students over the past 4 years. The results displayed correspond to the 2022 academic year, with more than 3,200 students, from which 500 undergraduates answered an exit survey, and we monitored the outcomes of 400 students. As a result, we can state that PLATA is a versatile, useful, and robust program for chemistry assignments with a positive impact on students' learning.

“…Misconceptions related to the scientific method, among students and chemistry teachers, have been reported elsewhere, , and some strategies have been adopted over the last years in order to overcome them, such as studio-based courses, participation in research experiences, and fostering practice among professionals . Thus, it is crucial that students clearly understand the differences between each step of the scientific method, and know how to communicate using the right terminology. − …”

Section: Introductionmentioning

confidence: 99%

Identificat’ions: A Battle Card Game to Learn Chemical Tests and Practice Observation and Reasoning

Lhardy,

Reina

2024

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Observation and reasoning are fundamental in scientific education as key aspects of the scientific method, a bedrock upon which students build their understanding of natural phenomena. This paper explores the multifaceted challenges that students encounter as they face some aspects of the scientific method. Helping students do precise and complete observations will help them structure their reasoning, and by teaching them the right terminology, they will be able to communicate effectively about it. Chemical tests offer a practical means to identify chemical substances by exploiting their inherent reactivity. Observations during chemical tests are crucial to correctly determine the analyte nature. These tests are invaluable tools within middle and high school curricula, allowing educators to explore topics ranging from the macroscopic description and characterization of matter to chemical transformations. In this paper, we introduce a free innovative educational card game, focusing on ten essential chemical tests and their associated vocabulary. The game, fully available in the Supporting Information in English, French, and Spanish, aims to familiarize students with these identification tests and reinforce the importance of the observation step within the scientific method. This approach, tested with 25 Franco-Mexican middle school students (equivalent to ninth grade in the US), not only enhances active learning but also furnishes students with valuable scientific skills, nurturing their academic journey and fostering a deeper understanding of the scientific method. A group of faculty members played the game as well to validate the proposal and found that Identificat'ions is a precise, useful, and aesthetically pleasing game.