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Chinese Journal of Chemical Education  
  Chinese Journal of Chemical Education--2024, 45 (23)   Published: 02 December 2024
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Chinese Journal of Chemical Education. 2024, 45 (23): 0-0.
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Chinese Journal of Chemical Education. 2024, 45 (23): 77-78. ;  doi: 10.13884/j.1003-3807hxjy.2024070245
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Chinese Journal of Chemical Education. 2024, 45 (23): 125-127. ;  doi: 10.13884/j.1003-3807hxjy.2024070043
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Chinese Journal of Chemical Education. 2024, 45 (23): 128-129. ;  doi: 10.13884/j.1003-3807hxjy.2024060094
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Chinese Journal of Chemical Education. 2024, 45 (23): 129-129.
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Theoretical Perspective

Value Connotation and Training Path of Students’ Scientific Identity from the Perspective of Science Education: PISA 2025 Science Evaluation Framework

WANG Yin-Wei, WANG Cun-Kuan
Chinese Journal of Chemical Education. 2024, 45 (23): 1-8. ;  doi: 10.13884/j.1003-3807hxjy.2024030193
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Scientific identity is the key element to deal with the uncertainty and variability of the times and the basis for cultivating students' scientific core literacy. PISA 2025 scientific evaluation framework adds the dimension of “scientific identity” as the main element, which includes four core secondary dimensions: “scientific capital”, “epistemological belief”, “attitude and tendency” and “environmental consciousness and initiative”. Based on the theoretical framework, this paper puts forward the training strategies to enhance students' scientific identity in the practice of science education from the integration of multi-in-one resources, advocating multi-subject evaluation, constructing multiple scientific identities and integrating diversified situations.
Curriculum-Teaching Materials-Assessment

Senior High School Subject Curriculum System Facilitating Deep Learning: Chemistry Curriculum in New South Wales, Australia

QI Jia-Yi
Chinese Journal of Chemical Education. 2024, 45 (23): 9-15. ;  doi: 10.13884/j.1003-3807hxjy.2023080027
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Chemistry Stage 6 Syllabus newly revised for grades 11—12 in New South Wales places great emphasis on deep learning, which establishes a paradigm for how to achieve deep learning in chemistry education. Deeply analyzing the practical approaches, curriculum construction characteristics and evaluation system that promote deep learning in the curriculum standard, it indicates that the curriculum standard has a mature operational path and a matched and comprehensive evaluation system for promoting deep learning. The curriculum has two distinct characteristics: one is “based on in-depth exploration and integrated practice with information technology”, and the other is “integrated in a real context characterized by multicultural and interdisciplinary”. It has certain guiding and reference value for China to explore how to effectively implement deep learning in chemistry curriculum.

Types, Themes and Situations of Practical Chemistry Homework in Junior High Schools in China

WU Si-Min, QIAN Yang-Yi, HUANG Jia-Yi, PENG Ying-Ying
Chinese Journal of Chemical Education. 2024, 45 (23): 16-19. ;  doi: 10.13884/j.1003-3807hxjy.2024030213
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Taking the relevant journal articles on the design of practical homework in junior high school chemistry in China in the past 20 years as an example, using content analysis method, this paper conducts statistical analysis on the types, themes, and contexts of three major research dimensions of practical homework cases in junior high school chemistry, so that to facilitate the understanding of the current design highlights and shortcomings of practical homework cases, and provide methodological guidance and reference suggestions to carry out practical homework design.
Excellent Lesson

Inquiry Teaching Focusing on Experimental Program Design and Evidence Reasoning of Senior Three: Exploration of the Reaction Between Magnesium and Different Solutions

CHEN Bo-Yin, WANG Ji-Chang, XIE Peng
Chinese Journal of Chemical Education. 2024, 45 (23): 20-27. ;  doi: 10.13884/j.1003-3807hxjy.2023100070
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The reaction between magnesium and different solutions is the subject of experimental inquiry teaching. Students’ activities include designing experimental schemes by the control variable method, presenting evidence through conventional experiments, micro-experiments and digital experiments, and reasoning based on the structure and properties of substances, chemical equilibrium, ion reactions and equilibrium in aqueous solutions, chemical reaction rates, redox reactions and their influencing factors. In a series of progressive tasks, students’ experimental inquiry ability is diagnosed and developed.

Interdisciplinary “Colloid” Project-Based Teaching:Revealing the Detection Principle of 2019-nCoV Antigen

KUANG Qian-Ce, LIANG Meng
Chinese Journal of Chemical Education. 2024, 45 (23): 28-34. ;  doi: 10.13884/j.1003-3807hxjy.2023110122
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This project-based teaching practice,which focusing on“revealing the detection principle of 2019-nCoV antigen”, incorporates knowledge from the field of chemistry, specifically on colloids and their properties. It explores the interdisciplinary connections between physics, biology, chemical engineering, and process technology, achieving a deep integration of multiple disciplines. By completing five sub-tasks:“investigating color formation principles” “unveiling colloids” “exploring coupling principles” “preparing colloidal gold”and“revealing the antigen detection principle”, students fully utilize their knowledge and abilities across various subjects, forming a comprehensive understanding of the subjects. This approach effectively enhances students’skills in evidential reasoning, scientific exploration, and social responsibility.

High School Chemistry Review Based on Subject Understanding to Cultivate Core Competencies: Further Exploration of “Preparation of Acetaldehyde from Ethanol”

WANG Tao, HAN Yue-Yue, YANG Song-Lin, HU Xiao-Ning
Chinese Journal of Chemical Education. 2024, 45 (23): 35-41. ;  doi: 10.13884/j.1003-3807hxjy.2024060200
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Using “preparation of acetaldehyde from ethanol” as a teaching medium, this paper comprehensively utilized modular knowledge such as chemical bond polarity, α-H reaction activity, chemical reaction rate and limit with students, and constructed an understanding model from the basic principles of textbooks to the development and changes of industrial production practice, in order to enhance the level of scientific understanding.

Review of “Calcium-Containing Compounds” Based on Real-Life Problems: Exploring the Causes and Prevention of “Tofu Bricks”

ZHU Yu-Lin
Chinese Journal of Chemical Education. 2024, 45 (23): 42-46. ;  doi: 10.13884/j.1003-3807hxjy.2023110049
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Based on the real situation and practical problems of “tofu bricks”, this paper designed a thematic review lesson on “calcium compounds” in junior high school chemistry. By deciphering the mystery of the fragility of “tofu bricks”, speculating the reasons for the cracking of “tofu bricks” in water, and exploring the prevention and control measures of “tofu bricks”, this paper let students independently design a number of inquiry experiments, apply the core knowledge of chemistry to solve problems, and establish the principles of calcium-containing compounds in junior high school chemistry. Students were allowed to design several sets of inquiry experiments independently, solve problems by applying the core knowledge of chemistry, and establish the knowledge system of calcium-containing compounds.

Development of Scientific Thinking Based on the Construction and Application of Cognitive Model: Separation and Purification of Substances

ZHANG Wen-Yan, ZHANG Xian-Jin, YE Yong-Qian, WANG A-Lian
Chinese Journal of Chemical Education. 2024, 45 (23): 47-53. ;  doi: 10.13884/j.1003-3807hxjy.2024010082
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With “kosher salt purification” as the main line of the situation, students are guided to analyze problems from the perspective of material composition and transformation, and carry out exploratory learning activities based on the design, evaluation and improvement of kosher salt purification flow charts. Step by step learning tasks lead students to use scientific methods such as analysis, comparison, classification, synthesis, induction and deduction to construct, improve and apply cognitive models, thus form a structured understanding of “separation and purification of matter”, improve scientific inquiry ability and develop scientific thinking ability.

“Chemistry Experiment Skill” Review Course Teaching Under the Guidance ofCore Literacy: Air Tightness Inspection of Device

ZHENG Xiu-Ming, ZHANG Xian-Jin
Chinese Journal of Chemical Education. 2024, 45 (23): 54-59. ;  doi: 10.13884/j.1003-3807hxjy.2024060062
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Taking “air tightness inspection of device” as an example, through the four teaching links of “understanding the importance of air tightness inspection”, “summarizing and analyzing the methods and principles of air tightness inspection”, “building the thinking model of air tightness inspection” and “exploring the specific application of air tightness inspection methods”, from the four aspects of “where to apply”, “what are the methods”, “what is the principle” and “how to do the experiment”, this paper explores the teaching mode of experimental skills review course under the guidance of core literacy, gives full play to the function and education value of experimental teaching, so that the classroom can return to the truth and the teaching highlights the spirit.
Teaching Research

Comparative Study on Novice and Expert Chemistry Teachers’ Classroom Language Based on Semantic Wave Theory

CAO Shu-Ting, SHEN Dian
Chinese Journal of Chemical Education. 2024, 45 (23): 60-69. ;  doi: 10.13884/j.1003-3807hxjy.2024030004
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Students’ knowledge construction and language development will be directly affected by teachers’ classroom language. Based on the semantic wave theory, this paper developed a semantic density identification framework appropriated for the secondary school chemistry classroom. Taking the classroom language of novice teacher and expert teacher as the research object, this paper identified the semantic density level and drew semantic wave images, compared the differences to explore the growing points for novice teacher professional development. Semantic density analysis revealed that novice teacher’s classroom language had a high semantic density and was more complex, emphasizing on abstract extraction of knowledge and on the use of chemical terminology, while expert teacher was skilled at utilizing low semantic density language, which made it easier to grasp. Following an analysis of the semantic waves, it was discovered that the novice teacher’s semantic waves were repeated in the ascending band, presenting a symbolic/conceptual-conceptual explanatory pedagogical mindset, focusing on professional explanations of knowledge, and lacking the process of elaborating and generalising knowledge in relation to daily life. The expert teacher semantic wave replicated the descending wave, presenting a symbolic/conceptual-phenomenal-conceptual interpretation of the pedagogical mindset, focusing on the concrete application of knowledge. Finally, it was suggested that novice teachers enhanced the language of teaching, provided more real-world examples and constructed a phenomenon-conceptual close linkage of pedagogical mindset.

Developing and Utilizing Chemical Education Resources Based on Whole-Book Reading: Six Thousand Years of Bread:Its Holy and Unholy History

LIU Qi
Chinese Journal of Chemical Education. 2024, 45 (23): 70-76. ;  doi: 10.13884/j.1003-3807hxjy.2023100028
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Introducing the whole book reading into chemistry education can not only enrich educational resources, but also help to improve systematic thinking ability, develop problem consciousness, cultivate emotion and morality, promote the integration of liberal arts and science disciplines, and enhance students’ comprehensive ability. This paper takes Six thousand years of bread:Its holy and unholy history as an example to show how to use the “point-line-surface-body” model to develop chemical education resources, and apply the whole book reading strategy to the field of chemical education, so as to provide reference for the implementation of deep learning based on the whole book reading.
Investigation Report

Senior High School Students’ Cognition of Hybrid Orbi Theory by Drawing Hybrid Processes

CHEN De-Cheng, YANG Jia-Hao
Chinese Journal of Chemical Education. 2024, 45 (23): 79-88. ;  doi: 10.13884/j.1003-3807hxjy.2024050055
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Hybrid orbit theory is an important knowledge module in senior high school chemistry under the background of new curriculum and new textbooks. Being able to use this theory to analyze the structure and bonding of substances is one of the abilities tested in the chemistry selection exam for the college entrance examination. Can students develop procedural ideas when analyzing hybrid problems? How can teachers detect the cognitive barriers of students in analyzing hybrid problems? In this paper, by referring to the Drawing-writing Technique, the task drawing hybridization process is taken as the subject, and the students from high and low groups are taken as the subjects to test the cognitive level of hybridization problems among different groups and whether there are significant differences. The results show that the two groups of students can basically analyze the hybrid problem according to certain ideas, but there are significant differences in each analysis step; The overall analysis level of the students in the top group is level 3, which is relatively high.
Experiment Teaching and Teaching Aid Development

Optimization of Experimental Conditions of “Igniting into a Snake”

YAN Xiang, HU Hai-Xia, LIN Cheng-Xia, XIN Ping-Juan, WANG Du-Liu, YANG Jian-Dong, ZHANG Shao-Fei
Chinese Journal of Chemical Education. 2024, 45 (23): 89-93. ;  doi: 10.13884/j.1003-3807hxjy.2024080009
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“Igniting into a snake” is an interesting experiment in chemistry and elementary school science experiments. An orthogonal experiment was designed to investigate the effects of sucrose mass, sodium bicarbonate mass, and the shape of the stack on the results of the experiment. The results showed that the stacking shape of the reaction mixture was the most important factor affecting the “snake”, and the stacking shape of the cylinder could significantly increase the length of the “snake”, which was conducive to the improvement of the integrity of the “snake”. The optimum experimental conditions were 4 g of sucrose, 0.4 g of sodium bicarbonate, and the optimum stacking shape of the reaction mixture was cylinder, and the average length of the “snake” was 67 cm. The relative standard deviation (RSD) of the reproducibility test was 6.0%, which basically met the requirements of reproducibility.

Experimental Inquiry on Reaction of Glucose and Methylene Blue Under Anaerobic Condition

LIU Feng, CHEN Hong-Yun, CHENG Chuan-Jie, MA Mu-Yuan, LIU Xiao-Xia, CHI Xin-Yi, LU Chen-Xi, HU Zhong-Yu
Chinese Journal of Chemical Education. 2024, 45 (23): 94-98. ;  doi: 10.13884/j.1003-3807hxjy.2024050021
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The trace flow reaction of methylene blue was reduced by glucose in sodium hydroxide alkaline solution without the participation of oxygen, which proved that the reaction was consistent with the characteristics of first-order chemical reaction. The average rate constant of the chemical reaction at 25 ℃ was 0.003 58 s-1, and the activation energy of the reaction was calculated to be about 67.06 kJ·mol-1. Using the improved simple instrument, a more intuitive and miniaturized experiment suitable for high school popularization was explored.
Discussion and Thinking of Questions

Subject Understanding: Analyzing Melting Points of Molecular Crystals Should Consider Both Enthalpy Change and Entropy Change of Melting

WENG Xue-Xiang, ZHOU Qi-Xin, WU Chao-Hui
Chinese Journal of Chemical Education. 2024, 45 (23): 99-103. ;  doi: 10.13884/j.1003-3807hxjy.2023110103
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The analysis of the melting point of molecular crystals requires a spontaneous perspective on the melting process, considering both the enthalpy change of melting (ΔHm) and the entropy change of melting (ΔSm). ΔHm is directly related to intermolecular forces, where a larger ΔHm results in a higher melting point. Intermolecular forces primarily consist of hydrogen bonds and van der Waals forces. Apart from strongly polar molecules, van der Waals forces, primarily composed of dispersion forces, are influenced by factors such as relative molecular mass, molecular deformability, and intermolecular distance. Simultaneously, molecular deformability increases the ΔSm during the melting of molecular crystals. A larger ΔSm leads to a lower melting point of molecular crystals. Hence, analyzing the melting point of molecular crystals necessitates attention to molecular deformability. Teachers should actively engage in targeted learning to enhance their knowledge structure and deepen their understanding of the chemistry discipline. This approach enables the identification of the primary influencing factors among the numerous elements affecting the melting point.

Mathematical Methods in Solving Senior High School Chemistry Problems

ZHANG Chang-Lin
Chinese Journal of Chemical Education. 2024, 45 (23): 104-108. ;  doi: 10.13884/j.1003-3807hxjy.2023120041
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In the process of chemistry teaching, pay attention to the interdisciplinary links, break the disciplinary boundaries, guide students to use high school mathematics knowledge to solve the problems in high school chemistry, on the basis of necessary knowledge of chemistry and mathematics to develop their key ability, truly help students to build chemical discipline concept and achieve core literacy. Through teaching practice, this paper combined with high school mathematics probability knowledge, hypothesis reasoning, function image construction, inequality basic theorem to provide teaching reference for solving high school chemistry problems.
Domestic and Overseas Trends

Case Analysis and Insights of International Interdisciplinary Practices in Chemistry

CHI Shao-Hui, FU Yin-Chen, WANG Zu-Hao
Chinese Journal of Chemical Education. 2024, 45 (23): 109-119. ;  doi: 10.13884/j.1003-3807hxjy.2024060209
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This paper selected 43 research papers related to interdisciplinary chemistry practice activities published in the Journal of Chemical Education between 2013 and 2023. It conducted a content analysis of international interdisciplinary chemistry practice activities. The analysis revealed that the themes of these activities fall into five main categories: daily life and production, environmental protection, culture and arts, scientific research, and recreational activities. Representative cases within these categories all supported students’ interdisciplinary learning. The study concluded with an analysis and summary of the activities from three aspects: themes, objectives, and evaluation, and offered suggestions for interdisciplinary chemistry practice activities in China.

Chemistry and Careers: Introduction and Insight into Chemistry Careers Section of National Careers Week (UK)

ZHANG Si-Fang, YAO Zhuang-Zhuang
Chinese Journal of Chemical Education. 2024, 45 (23): 120-124. ;  doi: 10.13884/j.1003-3807hxjy.2024080161
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In the context of global educational transformation, the strategic importance of career initiation education is gaining prominence, prompting education systems in many countries to re-evaluate and strengthen early career guidance mechanisms. The chemistry careers section of the National Careers Week (NCW) in the UK integrates professional knowledge in the field of chemistry with real-life career scenarios through annual focused activities, deepening students’ understanding of the chemical sciences and stimulating their interest in career paths in chemistry and related industries, which is in line with the policy guideline of “strengthening students career planning education” in China, and provides valuable insights for China to cultivate high-quality chemical talents who possess not only solid basic knowledge of chemistry, but also broad career visions and planning abilities.
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