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An experiment is proposed for undergraduate chemistry students, based on the solubility product reaction of calcium hydroxide, Ca(OH)₂, in aqueous solution: Ca(OH)2 (s) ⇌ Ca2+ (ac) + 2 OH‒ (ac) The apparent equilibrium constant (Ksp) was experimentally determined as a function of temperature at constant ionic strength. Since the solution is non-ideal due to the high solute concentration, the extended Debye-Hückel model was used to obtain the ion activity coefficients and calculate the thermodynamic equilibrium constant for each temperature. Subsequently, the van’t Hoff equation was fitted to the dataset to determine Δhr0 and Δsr0, as well as Δgr0 at 298.15 K, evaluating the associated uncertainties and comparing the experimental results with values reported in the literature. This experiment enables students to understand fundamental concepts of chemical equilibrium, thermodynamics, and electrolyte behavior, integrating theory and practice in a didactic protocol that reinforces analytical and experimental skills in physical chemistry.

Understanding the acid-base concept requires grasping multiple representations. Augmented Reality (AR) technology has shown promise in enhancing students’ comprehension of chemical concepts. Accordingly, digital modules integrating AR features have been developed. This study aimed to create a valid and feasible AR-based acid-base concept module and assess its effectiveness in improving students’ conceptual understanding. The research followed a Research and Development framework, employing the ADDIE model as its methodological approach. A one-group pretest-posttest design evaluated the module’s effectiveness. Thirty second-grade high school science students, who had previously studied acid-base concepts, were selected through convenience sampling. Instruments included multiple-choice tests and questionnaires developed by the researchers. The module achieved a validation score of 87.65% and a gain index of 0.56, indicating high feasibility. Final product testing demonstrated a significant improvement in students’ conceptual understanding (Sig. 0.000 < 0.05). Students reported that the module greatly facilitated their learning and increased their interest in chemistry by integrating innovative technology. Feedback highlighted positive reactions to the engaging design, clear color schemes, and the overall ease of use, reflecting the module’s effectiveness in supporting meaningful and interactive learning of acid-base concepts.

The integration of omics sciences in higher education is increasingly relevant due to scientific advances that transform the understanding of biological processes, diseases, and molecular interactions. Disciplines such as genomics, transcriptomics, proteomics, and metabolomics have enabled the identification and characterization of metabolites, the development of innovative therapies, and a better understanding of health and disease. Metabolomics stands out for exploring metabolites in diverse natural matrices, offering an in-depth view of biological processes. Teaching these sciences presents challenges, as it requires understanding both discipline-specific concepts and fundamental principles of chemistry, biology, physics, and mathematics. This demands an interdisciplinary didactic approach that promotes active learning. Strategies such as Problem-Based Learning (PBL), the use of accessible digital tools (MetaboAnalyst, KNIME), and augmented reality platforms allow students to visualize metabolic pathways and apply theory to practical situations. Incorporating experimental practices and interdisciplinary projects strengthens the connection between theory and practice, fostering critical thinking, problem-solving, and collaboration. These approaches prepare students to face current and future scientific challenges, promoting comprehensive training that integrates multiple disciplines and enhances understanding of metabolomics in real contexts.

This article presents an experience focused on self-regulated learning among university students in a general chemistry laboratory. The aim was to reduce the gap between the theoretical concepts addressed in class and the experimental activities carried out in the laboratory through the use of an instrument called the “orientation base.” The data were analyzed using a qualitative approach, identifying three emerging categories: representation, anticipation, and action planning. The results show that the instrument fosters the construction of scaffolds that support the regulation of procedures and allow for a precise establishment of the theory–practice relationship under specific conditions. Finally, the implications of these findings are discussed in terms of strengthening the links between theory and practice, as well as promoting effective self-regulation processes in experimental educational contexts.

This work presents InterAAcciones, an educational board game designed to reinforce knowledge of the interactions established by amino acid residues in proteins. Its purpose is to promote meaningful learning in university students through a playful experience that combines theory and practice. During the game, participants build stable polypeptide chains by forming covalent bonds and non-covalent interactions, adapting to changing environmental conditions that simulate real processes. This dynamic facilitates the understanding of complex biochemical concepts in an accessible and engaging way, encouraging active participation and critical thinking. The validation of InterAAcciones was carried out through evaluation by biochemistry experts and surveys applied to undergraduate chemistry students. Results indicate that the game enhances understanding of the physicochemical properties of amino acids, strengthens knowledge retention, and increases student motivation. Thus, InterAAcciones is established as an innovative pedagogical tool for teaching biochemistry in higher education.

Audiovisual educational resources in digital format are today a decisive element in teaching at all levels. Their use through YouTube and other platforms has become an essential feature of contemporary scientific culture, with a significant impact on training, science communication, and a wide range of social and educational contexts. The teaching of subjects such as chemistry especially benefits from these resources, as they require proper coordination between visual and textual information, in addition to reinforcing experimental work. This paper presents a set of learning objects (LOs) designed, implemented, and evaluated for the introduction to organic chemistry in the Agronomy and Food Technology programs taught at Polytechnic University of València (Spain). The LOs were produced in a format known as polimedia, as defined in the Network Teaching Project of that university. Their development paid special attention to the integration of different levels of description—atomic-molecular, macroscopic, and symbolic—to their connection with agri-food aspects from a Science-Technology-Society perspective, and to the progressive promotion of interactivity in the pedagogical approach.

The knowledge of the structure of matter is essential for understanding modern chemistry and explaining natural phenomena and technological advances. It constitutes a conceptual pillar for the scientific and technological literacy of citizens. However, studies show significant difficulties in its comprehension, making it necessary to problematize its teaching. A bibliographic review was conducted guided by the question: What teaching strategies and studies have been implemented to address the teaching of the structure of matter in Brazil and Colombia at the secondary education level?, with the aim of systematizing recent information. Six categories emerged from the review: Contextualization, Modeling, use of ICT, Analysis of textbooks, Students’ ideas, and Theoretical discussions. These categories share foundational principles such as meaningful learning, the constructivist conception of teaching, recognition of students’ ideas, democratization of the classroom space, and collaborative work, all aimed at enhancing the understanding and appropriation of complex chemistry concepts.

The present didactic sheet includes classroom activities designed as teaching aids. These exercises introduce students to the chemical principles guiding protein folding and aim to help them recognize the importance of the technological advancements behind Rosetta and AlphaFold. Through this, students will understand why the developers of these remarkable tools were awarded the 2024 Nobel Prize in Chemistry. The didactic sequence is intended for university, middle, and high school students and focuses on the three-dimensional structure of a small protein with a well-known role in human health. From this knowledge, students can infer the significance of reliable experimental databases of macromolecular structures and the need for state-of-the-art computational tools to manage the overwhelming complexity of protein folding. This understanding is crucial for studying protein function and attempting to redesign innovative protein molecules with novel applications.

Léon Péan de Saint-Gilles (1832-1863) was a French chemist, without a formal education,  who studied the allotropy of sulfur and the properties and reactions of the different species, the oxidizing properties of potassium permanganate, the oxidation of copper under the simultaneous influence of air and ammonia, and the action of cyanogen on acetaldehyde. With Marcellin Berthelot they determined the basic rules of the esterification of an acid by an alcohol in its many routes.