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: Mustafa Sözbilir

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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

Audience: Teachers and students of all fields of chemistry, as well as researchers in chemistry education.

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.

‘Teaching ethics and core values in chemistry education’
A special issue devoted to education and outreach activities concerning ethical issues in chemistry is planned for Chemistry Teacher International. We are looking for good practices in the teaching and learning about ethics related specifically to the use of chemical knowledge, and the use of chemically produced compounds. There will be no Author Processing Charges when you publish in this special issue. A committee will assess the abstracts and about 12 authors will be invited to write an article. Deadline for submitting articles will be July 1 2024. For more information contact Jan Apotheker, J.H.Apotheker@rug.nl

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:

Baidu Scholar
Chronos Hub
CNKI Scholar (China National Knowledge Infrastructure)
CNPIEC - cnpLINKer
DOAJ (Directory of Open Access Journals)
EBSCO Discovery Service
Google Scholar
J-Gate
KESLI-NDSL (Korean National Discovery for Science Leaders)
MyScienceWork
Naver Academic
Naviga (Softweco)
Primo Central (ExLibris)
ReadCube
Scilit
SCImago (SJR)
SCOPUS
Semantic Scholar
Summon (ProQuest)
TDNet
Web of Science - Emerging Sources Citation Index
X-MOL
Yewno Discover

Supplementary Materials

Topics

External Links

Volume 6 Issue 1

March 2024

Publicly Available April 9, 2024

Frontmatter

Page range: i-ii

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Editorial

Open Access March 28, 2024

EDITORIAL for Volume 6_1

Mustafa Sözbilir

Page range: 1-3

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Research Articles

Open Access September 4, 2023

Virtual undergraduate chemical engineering labs based on density functional theory calculations

Mohammednoor Altarawneh

Page range: 5-17

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Abstract

Offering virtual laboratories to chemical engineering students is likely to extend beyond the COVID-19 era. Thus, there is a need to develop more simulation-based tasks in a wide blend of subjects, spanning thermodynamics, chemical reactions, and unit operations. Molecular and material modeling based on density functional theory (DFT) calculations provides limitless opportunities to train students on how to obtain thermokinetic values that are typically measured experimentally. Through a series of illustrative cases, this contribution provides detailed procedures pertinent to calculating reaction rate constants, standard enthalpies of reactions, redox potentials, equilibrium reaction constants, and surface-assisted mechanisms. We hope that DFT-operated virtual labs will assist students in attaining learning outcomes and promote their self-learning in the above-mentioned subjects. From a broader prospective, the presented case studies are expected to encourage students to appreciate the practical applications of DFT, not only in the academic but also in the industrial domains.

Open Access December 13, 2023

From screen to bench: unpacking the shifts in chemistry learning experiences during the COVID-19 transition

Dimas Gilang Ramadhani, Sri Yamtinah, Sulistyo Saputro, Sarwanto Sarwanto, Mohammad Masykuri

Page range: 19-33

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Abstract

This research comprehensively analyzes students’ Chemistry Learning Experience (CLE) during the COVID-19 pandemic, comparing online learning experiences with traditional face-to-face instruction in the post-pandemic phase. Employing a quantitative approach and leveraging the Rasch model, the study focuses on capturing the nuances of individual student perceptions, an aspect often overlooked in group-centric statistical analyses. One hundred students (49 males and 51 females) participated in both study phases. Segmented into behavioral tendencies, content perceptions, and specific learning needs, the evaluation tools provided insights into the students’ CLE across the two instructional modalities. Results from the stacking analysis revealed a positive shift in CLE post-pandemic, with students demonstrating a better grasp of and attitude toward chemistry in face-to-face settings. Racking analysis further underscored the changing difficulty perceptions of specific content items across the two learning environments. Gender-based patterns in CLE were also evident, with male students expressing a more favorable view of online learning during the pandemic than their female counterparts. The research findings advocate for a blended learning approach, harnessing the strengths of both online and traditional instructional methods. Furthermore, insights into gender-specific learning experiences emphasize the need for inclusive and adaptive teaching strategies, ensuring optimal learning experiences for all students. The study underscores educators’ and students’ resilience and adaptability in navigating the challenges of the pandemic. It offers valuable insights for future educational strategies in chemistry education.

Good Practice Report

Open Access February 12, 2024

Learning about Confucian ecological ethics to promote education for sustainable development in Chinese secondary chemistry education

Baoyu Li, Ingo Eilks

Page range: 35-47

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Abstract

Incorporating cultural aspects into science education has recently been stressed in many non-Western societies. However, Chinese traditional cultures are rarely discussed in Chinese science classrooms. Hence, a teaching intervention integrating Confucian ecological ethics and education for sustainable development in secondary chemistry classrooms was designed, implemented online due to the COVID-19 pandemic, and analyzed. It focuses on discussing aspects of Confucian ecological ethics in the context of a lesson plan on the socio-scientific issue of plastic use. Sixty-five 10th-grade students from an urban key public high school in Beijing voluntarily attended this research. Based on the analysis of their feedback it is suggested that Confucian ecological ethics can improve students’ environmental awareness. Most students acknowledged that Confucian ecological ethics could promote Chinese sustainability-oriented chemistry education with a value-oriented approach.

Research Article

Open Access December 22, 2023

Interactive instructional teaching method (IITM); contribution towards students’ ability in answering unfamiliar types questions of buffer solution

Habiddin Habiddin, Rafika Ulfa, Yudhi Utomo

Page range: 49-58

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Abstract

This paper highlights the contribution of the Interactive Instructional Teaching Method (IITM) in improving students’ ability to solve unfamiliar types of questions, adversity quotient, and learning interest in chemistry on the topic of buffer solutions. Two groups of senior high school students from a public school in East Java, Indonesia, participated in this study. One group (experimental) with 29 students experienced IITM, while another group (comparison) with 31 students experienced the Direct Instructional Teaching Model (DITM). The difference in students’ ability between the two groups was assessed using 10 unfamiliar types of questions of buffer solutions. This study uncovered only a small advantage of IITM students over DITM students in answering unfamiliar questions and their adversity quotient scores. However, regarding their learning interest, the contribution of the two teaching approaches was considered equal. Students’ adversity quotient correlated positively to their ability to answer unfamiliar questions of buffer solutions. Meanwhile, the effect of students’ learning interests and adversity quotient on students’ ability to answer unfamiliar questions was found uncorrelated.

Special Issue Paper

Open Access February 1, 2024

The times of COVID-19 and beyond: how laboratory teaching evolved through the Pandemic

Thomas A. Logothetis

Page range: 59-64

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Abstract

Pre–during–post lockdown waves, or how COVID-19 catalysed a change in practical chemistry instruction. This time-lined slogan reflects the University of Southampton’s response to recent imperatives in chemistry education. During the pandemic students had limited access to laboratory training. However, laboratory time has always been precious, and educators constantly have to rethink their approach to lab classes; how to best assess practical learning goals and focus students’ attention on the practical aspects during timetabled – and therefore time-limited – lab classes. The pre–during–post pandemic phases also govern the teaching split of our typical laboratory instruction, and the development during the three phases will be discussed. This article describes the evolution of the University of Southampton’s laboratory training, how resources changed, how in-laboratory student participation improved, how the pandemic influenced the scheduling of teaching activities and informed a development of our assessment strategy. It considers where the rethinking process has led to so far while acknowledging that the current laboratory course is not the end of the process but an interim position, subject to future improvements.

Research Article

Open Access January 10, 2024

Development of a self-test for undergraduate chemistry students: how do students solve tasks on basic content knowledge?

David Keller, Jolanda Hermanns

Page range: 65-75

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Abstract

In this paper we describe the development of a self-test on content knowledge as one element of a digital learning environment. The self-test on prior knowledge consists of tasks in the categories Periodic Table of Elements, chemical bonding, chemical formulas, and chemical reactions (reaction equations and reaction mechanisms). For the study, tasks from all topics have been used in a paper-pencil multiple-choice and multiple response test on the task at hand and an accompanying questionnaire with closed and open items. The results of the study show that the students rated the tasks as suitable. Comments for improving the tasks regarding the wording or the design were implemented. Because of students’ lack of understanding regarding some of the technical terms, a glossary and games will be added to the digital learning environment. Many students overestimated their knowledge and their competences, therefore the self-test in the learning environment will include feedback to ensure that the students can improve their content knowledge and its application.

Good Practice Report

Open Access January 3, 2024

IUPAC International Chemical Identifier (InChI)-related education and training materials through InChI Open Education Resource (OER)

Andrew P. Cornell, Sunghwan Kim, Jordi Cuadros, Ehren C. Bucholtz, Harry E. Pence, Rudy Potenzone, Robert E. Belford

Page range: 77-91

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Abstract

The IUPAC International Chemical Identifier (InChI) is a structure-based chemical identifier that encodes various aspects of a chemical structure into a hierarchically layered line notation. Because InChI is non-proprietary, open-source, and freely available to everyone, it is adopted in popular chemical information resources and software programs. This paper describes the InChI Open Education Resource (OER) (https://www.inchi-trust.org/oer/), designed to provide educators and other interested parties with resources, training material, and information related to InChI. Currently, the OER contains over 100 materials collected from various sources and provides users with search, filtering, and sorting functionalities to locate specific records. New relevant materials can be suggested by anyone, allowing the scientific community to share and find InChI-related resources. This paper will show how to use the InChI OER tag taxonomy to filter content and demonstrate two resources within the InChI OER; the ChemNames2LCSS Google Sheet and the InChILayersExplorer, an Excel spreadsheet that breaks an InChI into its layers. While the InChI OER is of value to a broader chemistry community, this paper seeks to reach out to chemical educators and provide them with an understanding of InChI and its role in the practice of science.

Open Access December 20, 2023

Everyday referenced use of a digital temperature sensor – how well do alternative ice cubes really cool a drink?

Timo Fleischer, Julia Feichtner, Isabella Strauß, Alexander Strahl

Page range: 93-102

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Abstract

In this paper, the cooling effect of alternative ice cubes made of granite, soapstone and ceramic is experimentally examined with the help of a digital temperature sensor and compared with that of a conventional ice cube. Digital sensors can be integrated in an everyday referenced way in the sense of inquiry-based learning during experimentation in chemistry lessons, since the use of ice cubes is a typical everyday situation that many students know and is therefore well suited for everyday referenced chemistry lessons. The advantages of digital sensors include the easy recording of measured values, the automatic creation of tables and graphs, and the direct link between the experiment and the representation. The results of the experiment reveal that the water ice cube has by far the greatest cooling effect compared to the alternative ice cubes. The entire cooling process of the ice cubes is explained and calculated, which essentially consists of three sub-steps: heating the ice cubes to melting temperature, melting the ice cubes, mixing the melted ice cube with the drink. The comparison of calculated and experimentally measured values shows that the cooling effect of all ice cubes could be determined very accurately experimentally using the digital temperature sensor.

Editorial

Open Access March 12, 2024

List of reviewers contributing to volume 5, 2023

Page range: 103-104

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Ahead of Print / Just Accepted

Ahead of Print / Just Accepted

Volume 6 (2024)

Issue 1

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 Mustafa Sozbilir at sozbilir@atauni.edu.tr.

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)
The Article Processing Charge is € 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 15% will be applied. We offer APC waivers to papers whose corresponding authors are based in countries classified as low-income economies by the World Bank. Corresponding authors from countries classified as lower middle-income countries are eligible for a 50% discount on the standard APC. Once your paper is accepted, the discount is automatically applied based on the author’s country of residence. For more information, please visit https://www.degruyter.com/publishing/publikationen/openaccess/open-access-artikel/apcs?lang=de or contact Open Access funding department at OAfunding@degruyter.com.

Open Access License
Articles 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

Mustafa Sözbilir
Kâzım Karabekir Faculty of Education
Atatürk University
Erzurum, Türkiye
sozbilir@atauni.edu.tr

VICE-EDITOR-IN-CHIEF

Rachel Mamlok-Namaan
Department of Science Teaching,
Weizmann Institute of Science,
Rehovot, Israel
Rachel.mamlok@weizmann.ac.il

ASSOCIATE EDITORS

Editors for Asia/NICE
Mei-Hung Chiu
Graduate Institute of Science Education
National Taiwan Normal University
Taipei City, Taiwan
mhchiu@ntnu.edu.tw

Fun Man Fung
Department of Chemistry
National University of Singapore
Singapore
fung.fun.man@gmail.com

Editors for Europe
Jan Apokether
Faculty of Science and Engineering
University of Groningen
Groningen, The Netherlands
j.h.apotheker@rug.nl

Iwona Maciejowska
Department of Chemistry Education
Jagiellonian University
Krakow, Poland
iwona.maciejowska@uj.edu.pl 　

David-Samuel Di Fuccia
Institut für Chemie
University of Kassel
Kassel, Germany
difuccia@uni-kassel.de

Editors for Africa (ACRICE)
Marietjie Potgieter
Department of Chemistry
University of Pretoria,
Hatfield, South Africa
marietjie.potgieter@up.ac.za

Helen Drummond
School of Physical and Chemical Sciences
North-West University
South Africa
helen.drummond@nwu.ac.za

Editor for Latin America
Guillermo Santiago Sandí Ureña
School of Chemistry,
University of Costa Rica,
San Jose, Costa Rica
Guillermo.SandiUrena@ucr.ac.cr

Editor for North America

Editors for Oceania
Mauro Mocerino
School of Molecular and Life Sciences
Faculty of Science and Engineering
Curtin University
Perth, Australia
m.mocerino@curtin.edu.au

Seamus Delaney
Faculty of Arts and Education
School of Education
Deakin University
Melbourne, Australia
s.delaney@deakin.edu.au

Editorial Advisory Board

Renee S. Cole – The University of Iowa, USA
Susanne Wiedmer – University of Helsinki, Finland
Iztok Devetak – University of Ljubljana, Slovenia
Odilla Finlayson – Dublin City University, Ireland
Nenad Judaš – University of Zagreb, Croatia
Klemens Koch – PHBern, Switzerland
Sevil Akaygün – Boğaziçi University, Türkiye
Antuni Wiyarsi – State University of Yogyakarta, Indonesia
Djafer Benachour – Ferhat Abbas University Setif-1, Algeria
Elizabeth Mavhunga – University of the Witwatersrand, South Africa
Jorge G. Ibanez – Universidad Iberoamericana, Mexico

(Deutsch)

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