Chemistry is one of the most creative disciplines, and its history is essentially an evolution of creative thinking. This article systematically reviews the theoretical connotation and characteristics of creative thinking and analyzes the key factors affecting the development of students’creative thinking in chemistry teaching, including domain expertise, personality traits, autonomous motivation, and a supportive school environment. Based on this analysis and in line with the distinctive features of chemistry, four instructional pathways integrated into daily teaching are proposed:promoting the reconstruction and combination of concepts, building a collaborative inquiry learning community, empowering creative thinking with digital technologies, and implementing interdisciplinary learning based on real-world problem-solving. The aim is to provide theoretical references and practical insights for effectively fostering students’creative thinking in chemistry teaching.

Using the ceramic firing technique of Jingdezhen’s intangible cultural heritage, the Zhen Kiln, as the context and “fuel combustion” as the teaching vehicle, this study guides students to gradually construct thinking models of variable control, combustion models, and chemical reaction models through four teaching stages: “Understanding the Kiln·Exploring Fire” “Ceramic Transformation ·Controlling Fire” “Completion of the Artifact ·Extinguishing Fire” and “New Kiln ·Reflecting on Fire”. Through experimental inquiry, VR simulations, and problem-driven approaches, the teaching process develops students’ evidence-based reasoning and model cognition abilities. Simultaneously, it integrates excellent traditional Chinese culture, enhances students’ scientific thinking and cultural identity, and fosters the development of core chemistry literacy.

This study develops a teaching model structured around the real, overarching situation of rocket propellants. By designing an advanced task chain of “phenomenon observation-microscopic exploration-path design-system decision-making”, this paper promotes the integration of knowledge structuring and the quadruple representation of “macro-micro-symbol-graph”; secondly, by using “aluminum ice propellant” as a thinking training carrier for Hess’s law, this paper deepens students’ understanding of the essence of “Hess’s law”; finally, this paper organically integrates the iterative process of China’s aerospace propellant into knowledge application and decision-making analysis, effectively infiltrating values such as technological confidence and green development into unit review, thereby enhancing review efficiency and cultivating students’ patriotic sentiments.Teaching practice has shown that this model can effectively stimulate students’ higher-order thinking, promote the transformation of knowledge into thinking methods and value recognition, and address issues such as fragmented knowledge, fragmented situations, and superficial thinking in current high school chemistry unit review classes, thereby enhancing the educational function.

Utilizing the real situation of “copper polishing solutions”, a project-based teaching mode centered around experimental inquiry was developed by constructing a chain of authentic problems. Taking “exploring the evolution principles of copper polishing solutions” as the project objective, closely focusing on the core knowledge of the reaction between copper and nitric acid. Four progressive tasks were executed sequentially: “Determining the reaction between nitric acid and copper products” “Investigating the role of sulfuric acid in the polishing solutions” “Comparing the effects of H⁺ and NO^-₃ on the copper polishing process” and “Upgrading the formulation of nitric acid-based polishing solutions”. Students examined the properties of nitric acid through a two-dimensional perspective based on “valence-substance”, while also exploring the functions of various components within the copper polishing solutions via experimental methods. Throughout this progression, students not only solved practical problems by applying chemical knowledge, but also developed an awareness of evidence in scientific exploration. Moreover, they enhanced their environmental protection awareness during the evolution of the copper polishing solutions formula.

Within the authentic context of “acidification and deacidification methods of paper relics”, a project-based teaching approach on “hydrolysis of salts” was implemented. By establishing four specific project tasks:“Analyzing the causes of acidification in paper relics” “Deacidifying the acidified paper relics” “Restoring and mounting the paper relics” and “Completing deacidification documentation for paper relics”. students are guided to actively engage in inquiry-based learning. This process enables them to grasp the concepts and principles underlying salt hydrolysis, investigate its primary influencing factors, and explore practical applications. The execution of this project not only allows students to experience the integration of chemical knowledge with cultural heritage conservation but also facilitates their advanced understanding of chemical equilibrium.

This teaching project employs the structural modification of cephalosporin drugs as an instructional context for reviewing the knowledge module of “carboxylic acids and their derivatives”. By analyzing the problem of low antibacterial activity in natural cephalosporin C, students are guided to perform structural modifications on the intermediate 7-aminocephalosporanic acid based on structure-activity relationships. This process enhances students’ problem-solving abilities, deepens their understanding of organic chemistry disciplinary thinking and methods, and fosters the development of a structured knowledge system and disciplinary perspectives.

Taking specific instances of AI hallucinations encountered in the application of artificial intelligence within chemistry,such as the generation of incorrect reaction mechanisms, erroneous experimental results, or conceptual misunderstandings as a basis, this paper examines the underlying causes of AI hallucination and its potential risks in propagating scientifically inaccurate information in educational settings. To address these concerns, it is recommended that technical safeguards be implemented, including confidence thresholds and constraints that limit outputs to information derived from high-reliability, authoritative sources, thereby enhancing the accuracy and trustworthiness of generated content. Simultaneously, pedagogical guidelines should be established to regulate the use of AI in teaching and learning, while actively cultivating AI literacy among both educators and students.

The condenser is a key piece of apparatus in distillation and condensation-reflux experiments. In distillation experiments, the condenser is placed in a downward-inclined position. The condensing water flowing in the bottom-in and top-out mode moves countercurrently to the hot fluid, thus achieving efficient heat exchange. In condensation-reflux experiments, the condenser is arranged vertically. When the condensing water adopts the bottom-in and top-out flow direction, it flows cocurrently with the hot vapor and countercurrently with the condensed hot liquid that is refluxed, resulting in a complex heat exchange process. The reverse flow direction of the condensing water also yields a favorable condensation-reflux effect. When conducting condensation-reflux of low-boiling-point solvents (e.g., diethyl ether), it is necessary to control the heating power and appropriately increase the condensing water flow rate. Given the narrow inner tube of the coil condenser, which may impede the reflux of the condensed liquid, stricter control over the heating power is required.

Using a polytetrafluoroethylene (PTFE) gas collection bag resistant to strong acids and alkalis as a multifunctional container, a chlorine generation device can be prepared by combining the gas collection bag with an isolation rod. By combining a gas collection bag, a glass combustion tube, and a syringe plunger, can obtain an experimental device for studying the properties of chlorine gas. The gas collection bag can also be used as a chlorine gas storage bag. This design device is easy to obtain materials, simple to operate, clear and intuitive in phenomena, fully enclosed and environmentally friendly, flexible and free in assembly, meeting different teaching needs, ensuring the safety of group experiments, and improving student participation. The device also has strong versatility and can be used in experiments such as the reaction between copper and nitric acid, and the combustion of sulfur.

This paper takes the “copper electroplating” experiment as a carrier, and while consolidating students’ electrochemical knowledge through experimental improvement, it also develops students’ ability to solve problems using engineering thinking. With the engineering problem of how to obtain a dense and uniform coating on automotive components as the background, combined with engineering thinking, it explores from three dimensions: green improvement of experimental reagents, innovation of experimental methods, and improvement of experimental devices. It guides students to gradually establish engineering thinking from simple experimental operations, enabling them to form comprehensive abilities in problem analysis, process optimization, and sustainable development, and thereby achieving the all-round development of core subject literacy.

Based on experimental inquiry, a principle model of concentration cells was constructed by focusing on the influence of concentration on the oxidizing and reducing abilities of substances, without introducing electrode potential or the Nernst equation. By comparing the current in concentration cells under conditions with no ion-exchange membrane, a cation-exchange membrane, and an anion-exchange membrane, the microscopic mechanism of concentration cells was further explored. This approach corrects the common misconception that “cation (anion) exchange membranes are perfectly permselective to cations (anions)” thereby revealing the actual working mechanism of ion-exchange membranes.

To further enhance the educational potential and literacy development supported by handheld technology, guide teachers in systematically implementing teaching based on handheld-technology digital experiments, and deepen students’ information literacy and evidential awareness, this study constructed the “Predict curve (P)-Data collection (D)-Explain curve (E)” teaching strategy (referred to as the PDE teaching strategy). It systematically elaborates on the theoretical model, core objectives, and key implementation elements of this strategy. Furthermore, using the high school chemistry case of “acetic acid ionization equilibrium”, it illustrates in detail how the strategy guides students through a complete inquiry process—from qualitative prediction to quantitative verification, and from data acquisition to evidence-based interpretation—thereby transforming experimental teaching from experience-based judgment to evidence-guided, in-depth inquiry.

Based on the color-changing properties of anthocyanins in response to pH and their complexation with metal ions, a series of miniaturized, green, and visually engaging experiments were designed using cotton pads soaked with red cabbage extract as the reaction substrate. Through two observational approaches “single-substance color development” and “interaction-based color development” chemical processes such as acid-base reactions, shifts in complexation equilibrium, and hydrolysis are transformed into vivid color changes and distinct interfacial phenomena. These experiments are green, safe, low-cost, and exhibit striking visual results, making them suitable for classroom demonstrations, student group experiments, and at-home scientific exploration. They help stimulate students’ interest in learning and deepen their comprehension of abstract chemical concepts.

Why does the density of straight-chain alkanes increase with carbon atom count, while that of straight-chain chlorinated hydrocarbons decreases? This study analyzes the density variation patterns of common organic isomers through data analysis. By integrating macroscopic identification with microscopic exploration, it introduces the concepts of light atoms and heavy atoms. Through evidence-based reasoning and model-based cognition, a practical density calculation model for organic compounds is constructed. The research elucidates the compositional and structural factors influencing organic compound densities, clarifies the density variation patterns of common isomers in high school, and provides references for establishing core disciplinary concepts and developing essential competencies in organic chemistry teaching.

Against the backdrop of a global risk society, disaster risk education has become a key element in enhancing social resilience and citizens’ scientific literacy. Based on an international perspective, this article proposes that disaster risk education should go beyond traditional emergency skills training and shift towards a “whole disaster cycle” literacy education that covers disaster mechanisms, prevention and early warning, and post-disaster assessment. The paper analyzes the value shift of disaster risk education in science education from three dimensions: cognition, prevention, and ethics and responsibility, emphasizing that it should move from mere knowledge transmission to the comprehensive cultivation of systems thinking, risk assessment, and sustainable development perspectives. By examining the practices of international organizations and countries such as the United Nations, the United States, Japan, and Finland, the article systematically summarizes four major practical pathways: curriculum standards integration, inquiry-based and contextualized teaching, socioscientific issues (SSI) teaching, and teacher professional development and community collaboration. Finally, in the context of China, it proposes building a science-based disaster risk education system with Chinese characteristics from four aspects: top-level design, resource development, teacher training, and collaborative education, providing a reference for cultivating future citizens with scientific reasoning, risk awareness, and the ability to take action.

With the growing global demand for engineering professionals, integrating engineering education into science education is becoming a key trend in future science education reform. Within engineering education, learners’ understanding of the nature of engineering is a crucial component of engineering literacy and a key driver of engineering education reform. This article reviews the nature of engineering, primarily including theoretical frameworks and evaluation methods, based on international scientific and engineering education literature. Meanwhile, based on the current status of engineering education in China’s basic education stage, this article explores practical paths for cultivating engineering essence from three levels: curriculum standards, classroom teaching, and evaluation and diagnosis, in order to promote the development of engineering education and the cultivation of engineering literacy talents in China.

In the early 19th century, scientists gradually discovered that substances composed of the same elements were not unique; substances with identical elemental compositions could also exhibit different properties. The concept of “isomerism” emerged from the debates surrounding the compositional analysis of silver cyanate and silver fulminate. Since then, scientists began to focus on the modes of connection among atoms within molecules. With the introduction of the carbon tetravalence theory and the tetrahedral carbon configuration, the theoretical framework of stereochemistry was progressively established. The discovery of isomerism phenomena such as optical isomerism and cis-trans isomerism further advanced the development of stereochemistry. The establishment and evolution of the concept of isomerism reflect the transformation of chemistry from a descriptive, empirical science into a rational, predictive modern science.