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Citation: Hongxiao Yang, Zhilian Liu, Weimin Zhang, Jitao Liu. Integratingscenario, knowledge, and problem lines in a problem-driven framework: teaching thermodynamics and kinetics in general chemistry[J]. University Chemistry, ;2026, 41(6): 100-107. doi: 10.12461/PKU.DXHX202511184 shu

Integratingscenario, knowledge, and problem lines in a problem-driven framework: teaching thermodynamics and kinetics in general chemistry

School of Chemistry and Chemical Engineering, University of Jinan, Jinan 250022, Shandong Province, China

Corresponding author: Hongxiao Yang, chm_yanghx@ujn.edu.cn
Received Date: 25 November 2025
Revised Date: 6 February 2026

This study addresses the pedagogical challenges encountered in teaching chemical thermodynamics and kinetics within general chemistry courses, where students frequently face difficulties in comprehending theoretical concepts and applying them practically. We developed an innovative problem-based learning model that systematically integrates three interconnected dimensions: scenario line, knowledge line, and problem line. Using “Carbon Neutrality and CO₂ Conversion Technologies for Emission Reduction” as an overarching theme, we decomposed this complex real-world challenge into a series of logically connected sub-problems. Through authentic contextual cases, progressively structured problem chains, and guided theoretical instruction, students actively engage with fundamental concepts including Gibbs free energy change, chemical equilibrium, reaction rate theory, and catalysis. This approach enables students to methodically evaluate both the thermodynamic feasibility and kinetic viability of CO₂ conversion reactions. Through this process, students autonomously build a comprehensive knowledge framework and solve complex engineering problems while simultaneously fostering innovative thinking and social responsibility.
- The problem chain,
- The scenario line,
- The knowledge line,
- Problem-based learning,
- Teaching chemical thermodynamics and kinetics
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