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Cybulskis, Viktor J.; Gawecki, Piotr; Zvinevich, Yury; Gounder, Rajamani; Ribeiro, Fabio H. – Journal of Chemical Education, 2021
A versatile and portable apparatus was developed to demonstrate exciting visual displays of catalytic phenomena that introduce basic concepts in catalysis, renewable energy, and chemical safety, in order to pique scientific curiosity in a variety of audiences including middle and high school students, undergraduate and graduate students, and the…
Descriptors: Science Instruction, Chemistry, Scientific Concepts, Concept Formation
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House, Chloe; Meades, Glen; Linenberger, Kimberly J. – Journal of Chemical Education, 2016
Presented is a guided inquiry activity designed to be conducted with prenursing students using an analogous system to help develop a conceptual understanding of factors impacting enzyme kinetics and the various types of enzyme inhibition. Pre- and postconceptual understanding evaluations and effectiveness of implementation surveys were given to…
Descriptors: Active Learning, Inquiry, Science Activities, Nonmajors
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Cloonan, Carrie A.; Nichol, Carolyn A.; Hutchinson, John S. – Journal of Chemical Education, 2011
Chemical reaction kinetics and equilibrium are essential core concepts of chemistry but are challenging topics for many students, both at the high school and undergraduate university level. Visualization at the molecular level is valuable to aid understanding of reaction kinetics and equilibrium. This activity provides a discovery-based method to…
Descriptors: Kinetics, Chemistry, Misconceptions, Scientific Concepts
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Journal of Chemical Education, 1998
Presents an activity that explores the factors affecting the rate of a chemical reaction. Contains information for the instructor such as details about the chemistry of the reaction, answers to student questions, and sources of additional information and related activities. (DDR)
Descriptors: Chemical Reactions, Chemistry, Concept Formation, Higher Education
Tsai, Chin-Chung – 1998
The purpose of this study was to examine the effectiveness of an analogy activity designed to overcome junior high school students' misconceptions about the microscopic views of phase change. Eighth grade students (N=80) were randomly assigned to either a control group receiving traditional teaching, or an experimental group participating in the…
Descriptors: Concept Formation, Constructivism (Learning), Educational Strategies, Foreign Countries