Computational Chemistry in the Undergraduate Classroom – Pedagogical Considerations and Teaching Challenges. Issue 1 (17th August 2021)

• Record Type: Journal Article
• Authors: Tuvi‐Arad, Inbal
• Other Names: Gershoni-Poranne Renana guestEditor.; Keinan Ehud guestEditor.; Kozuch Sebastian guestEditor.
• Is Part Of: Israel journal of chemistry. Volume 62:Issue 1/2(2022)
• Page Start: n/a
• Page End: n/a
• Publication Date: 2021-08-17
• Subjects: Chemistry Education -- Scientific Literacy -- Molecular Modeling -- Undergraduate Teaching -- Curriculum Development; Chemistry -- Periodicals; 540.5
• DOI: 10.1002/ijch.202100042
• Languages: English
• ISSNs: 0021-2148

Abstract

Abstract: The interdisciplinary field of computational chemistry links many facets of chemistry and provides unique insights into structure, mechanisms, dynamics, and the interplay between them. Various approaches were proposed for integrating computational chemistry in the undergraduate classroom, all highlight the benefits of including it in the chemistry curriculum. This study focuses on the desirable learning outcomes, and defines a structural framework of computational chemistry literacy . Based on this approach analysis of the pedagogical approach of selected studies that implemented computational chemistry in undergraduate chemistry classrooms is presented. Three models for including computational chemistry in the undergraduate program were uncovered in this analysis: the specialized course model, the augmented course model, and the islands of computations model. These models are discussed along with teaching and learning challenges as well as routes to bypass them. Abstract :