Spacing student practice of lesson content such that the content is familiar but not fresh in student minds ensures that they are retrieving or constructing from their long-term memory as opposed to recognizing answers. The incorporation of spaced practice to schedule knowledge checks builds durable knowledge since students repeatedly study and use the content that they are learning . However, several student misconceptions in electrochemistry potentially arise from published resources which may lead to students resorting to artificial intelligence when completing science assessments (Supplementary Note 8). Furthermore, the most relevant references for searched electrochemical keywords and the associated number of citations (Table ) from the Google Scholar index includes peer-reviewed online academic journals and books, conference papers, theses and dissertations, preprints, abstracts, technical reports, patents, and other scholarly literature. There is a significant difference between the mean annual number of publications in which the number generated from 'electrochemical potential' is significantly lower compared with those from 'chemical potential' and 'electric potential' (Table ). This suggests a limited correlation between the electrochemical keywords. This is reasonable since students struggle to connect overpotentials to the spatial dependence of the electrochemical potential, chemical potential, and electric potential . abilities. This capacity to include all aspects of science in curricula is profound and makes science more authentic . However, the argument for virtual classrooms from this supplementary note is bolstered by children building science capital and inquiry with their families at home via playfulness and joy. Having said that, the false dichotomy of play and learning is circumvented by combining elements of play and direct instruction in guided play . This delves below the surface of playfulness and joy, which is experienced at home, to reveal learning through student autonomy and educator expertise. The curriculum of tomorrow requires a development of active thinkers and doers since such a curriculum may be founded on guided play .