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Representing Chemistry Culture: Ethnography's Methodological Potential in Chemistry Education Research and Practice Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2024-04-22 Shauna Schechtel, Amanda Bongers
A goal in chemistry education research and teaching is to make chemistry education inclusive to our diverse students. Ethnography is one approach that can support this goal, because it supports researchers and educators in questioning what is considered ordinary by exploring chemistry as a culture. By exploring chemistry as a culture, we can understand how we represent the discipline of chemistry to
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Critiquing lab technique videos prior to class: can it improve demonstrated technique? Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2024-04-22 Stephanie M. Tenney, Arlene A. Russell, Jennifer R. Casey
During COVID-19 remote instruction, instructors were tasked with providing students with authentic laboratory experiences in an out-of-classroom environment. One solution developed for our introductory general chemistry laboratory involved students critiquing readily available technique videos to distinguish between correct and incorrect laboratory technique. After returning to in-person labs in Fall
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The Development of Pre-service Teachers’ Argumentation Self-Efficacy through Argumentation-Based Chemistry Instruction Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2024-04-22 Pınar Seda ÇETİN, Gülüzar EYMUR, Sümeyye ERENLER
This research aimed to examine the impact of argumentation-based chemistry instruction on the argumentation self-efficacy of pre-service teachers' (PSTs’) and their perceptions regarding the effectiveness of this instruction on their argumentation self-efficacy. This exploratory study involved a cohort of PSTs who actively participated in a series of argumentation-based chemistry activities facilitated
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Widening university participation in learning using students’ contextualised storytelling in General Chemistry Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2024-04-22 Karen Ho, Yen Luong, Carl Sherwood, Douglas B. Clark
Many students find introductory general chemistry courses difficult because they feel alienated by traditional approaches to teaching and learning. This can become particularly problematic in laboratory sessions where students simply follow processes and procedures that students can view as being mundane and lacking creativity. Contextualised storytelling offers a novel pedagogical approach to help
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Modes of technology integration in chemistry teaching: theory and practice Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2024-04-19 Itsik Aroch, Dvora Katchevich, Ron Blonder
The rise of digital technologies since the second half of the 20th century has transformed every aspect of our lives and has had an ongoing effect even on one of the most conservative fields, education, including chemistry education. During the Covid-19 pandemic, chemistry teachers around the world were forced to teach remotely. This situation provided the authors with an opportunity to investigate
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Augmented reality meets Peer instruction Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2024-04-19 Daniel Elford, Garth A. Jones, Simon J. Lancaster
Peer Instruction (PI), a student-centred teaching method, engages students during class through structured, frequent questioning, facilitated by classroom response systems. The central feature of PI is the ConcepTest, a question designed to help resolve student misconceptions around the subject content. Within our coordination chemistry PI session, we provide students two opportunities to answer each
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How ordering concrete and abstract representations in intermolecular force chemistry tasks influences students’ thought processes on the location of dipole–dipole interactions Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2024-04-17 Isaiah Nelsen, Ayesha Farheen, Scott E. Lewis
Representations in chemistry are the tools by which students, instructors, and chemists reason with chemical concepts that are abstract. Although representations are regularly used within the chemistry classroom, there is more to uncover regarding the ways students interact with representations when given chemistry tasks. This study aimed to address this gap in knowledge. In this study, eighteen students
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Exploring post-secondary chemistry instructors’ knowledge for teaching 1H NMR spectroscopy Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2024-04-17 Rebecca C. Fantone, Eleni Geragosian, Megan Connor, Ginger V. Shultz
Proton nuclear magnetic resonance (1H NMR) spectroscopy is an essential characterization tool for organic chemists widely taught in the undergraduate chemistry curricula. Previous work has focused on how students advance from novice to expert in interpreting 1H NMR spectra. However, we need to know more about how 1H NMR spectroscopy is taught within undergraduate curricula. We sought to characterize
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Shedding light on language difficulties in introductory spectroscopy Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2024-04-02 Christine E. Mundy, Marietjie Potgieter, Michael K. Seery
General spectroscopy is known to be difficult for novice students due to its complex and abstract nature. In this study we used a first-year chemistry Mini Spec laboratory activity to uncover language barriers to student learning in spectroscopy. Analysis revealed that language barriers generated conceptual difficulties for English as Second Language (ESL) students. As well as demonstrating difficulty
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Using feedback loops from computational simulations as resources for sensemaking: a case study from physical chemistry Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2024-03-25 Andreas Haraldsrud, Tor Ole B. Odden
Sensemaking is an important way of learning and engaging in science. Research has shown that sensemaking activities, such as questioning, hypothesizing, and model building, are pivotal in developing critical thinking and problem-solving skills in science education. This paper investigates the role of computational simulations in facilitating sensemaking in chemistry education, specifically examining
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Analysis of organic chemistry students’ developing reasoning elicited by a scaffolded case comparison activity Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2024-03-27 Daisy B. Haas, Field M. Watts, Amber J. Dood, Ginger V. Shultz
Recent efforts in organic chemistry education research focus on investigating activities and strategies designed to elicit students’ mechanistic reasoning. This study investigates how a scaffolded case comparison activity implemented in an introductory organic chemistry course elicits and supports students’ mechanistic reasoning in an authentic classroom setting. The activity included an adaptation
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Examining the role of assignment design and peer review on student responses and revisions to an organic chemistry writing-to-learn assignment Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2024-03-27 Field M. Watts, Solaire A. Finkenstaedt-Quinn, Ginger V. Shultz
Research on student learning in organic chemistry indicates that students tend to focus on surface level features of molecules with less consideration of implicit properties when engaging in mechanistic reasoning. Writing-to-learn (WTL) is one approach for supporting students’ mechanistic reasoning. A variation of WTL incorporates peer review and revision to provide opportunities for students to interact
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Exploring factors within an introductory course that influence students’ perception of chemistry Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2024-03-27 Courtney D. Glenn, Oluwatobi O. Odeleye
A large number of students across the globe each year enroll in general chemistry courses as an academic requirement to obtain their degree. Although many take chemistry courses, it is not a subject sought out by many as a potential career. In some instances, chemistry hinders students from achieving their career goals. A plethora of chemical education research has focused on improving student attitude
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Factors affecting individuals’ cognitive engagement during group work in general chemistry: timing, group size, and question type Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2024-03-27 Safaa Y. El-Mansy, Alexandra Stephens, Abigale Mortensen, Joan M. Francis, Shayna Feldman, Cecilia A. Sahnow, Jack Barbera, Alissa J. Hartig
Understanding how individual students cognitively engage while participating in small group activities in a General Chemistry class can provide insight into what factors may be influencing their level of engagement. The Interactive–Constructive–Active–Passive (ICAP) framework was used to identify individual students’ level of engagement on items in multiple activities during a General Chemistry course
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Implementing an interactive online platform in a large undergraduate general chemistry course and its impact on student learning and perceptions Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2024-03-11 Sarah L. Cresswell, Wendy A. Loughlin, Tak H. Kim
The rise of technology and online approaches has challenged the traditional learning and teaching model for first year chemistry of formal face-to-face lectures and in-person laboratory sessions. The COVID-19 pandemic since 2020 has created a rapidly changing environment in assessment and learning experiences for students and led to rapid adoption of online technology within chemistry courses. This
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Depiction of scientific principles, laws and theories in Chemistry textbooks used by students in Singapore Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2024-03-05 Melvin Chan, Yong Leng Kelvin Tan, R. Subramaniam
In this study, we analyzed how scientific terms such as principle, law and theory are depicted in Chemistry textbooks used by students in Singapore. There are very few reports in the science or chemistry education literature that explicitly explore the term principle, although all three terms appear in a number of topics in the high school chemistry curricula. The textbooks’ definitions for the three
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Exploring diversity: student's (un-)productive use of resonance in organic chemistry tasks through the lens of the coordination class theory Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2024-02-08 Irina Braun, Nicole Graulich
Resonance is a crucial concept in Organic Chemistry that enables both deriving chemical properties from molecular structures and predicting reactions by considering electron density distribution. Despite its importance for problem-solving and learning success, learners encounter various difficulties with this concept. Although prior research suggests that learners struggle to reason about resonance
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Factors associated with chemistry faculty members’ cooperative adoption of evidence-based instructional practices: results from a national survey Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2024-02-07 Megan C. Connor, Jeffrey R. Raker
Despite institutional reform efforts to increase use of evidence-based instructional practices (EBIPs) in undergraduate chemistry and STEM courses, didactic lecture remains the predominant mode of instruction. Research to inform these initiatives routinely focuses on drivers and barriers to EBIP adoption, with recent work investigating factors associated with faculty members’ cooperative adoption of
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Planning and evaluating chemistry outreach: a case study of one collegiate group's approach Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2024-02-02 Justin M. Pratt, Rebecca Chan - Chao, Merryn Cole
Chemistry outreach, a type of informal science education commonly practiced by college students, has primarily been studied by looking at individuals' approaches and perspectives. However, it is much more common for college students to plan and conduct chemistry outreach events as part of a group/club/chapter, not independently. In this case study, we looked at the planning and evaluation processes
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Investigating changes in students’ attitudes towards organic chemistry: a longitudinal study Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2024-01-29 Melissa A. Collini, Kristen Miguel, Rebecca Weber, Molly B. Atkinson
Though attitude has been linked to student performance in general chemistry, it is under-researched with relation to organic chemistry. The previous research that has been conducted on students’ attitudes towards organic chemistry has primarily occurred via quantitative approaches, with a current lack of qualitative approaches used to give robust insight into student experiences in organic chemistry
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Development and implementation of chemistry mindset modules in two general chemistry courses at a hispanic-serving institution: an exploratory study Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2024-01-22 Tung S. Nguyen, Julia Y. K. Chan, Jade T. K. Ha, Ugo Umekwe-Odudu, Sachel M. Villafañe
Retention and underrepresentation of diverse ethnic groups have been and continue to be problematic in the science, technology, engineering, and mathematics (STEM) disciplines in the United States. One foundational course that is required for all STEM majors is general chemistry. One way to increase retention and diversity in STEM majors is by targeting students’ social-psychological beliefs about
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Investigation into the intersection between response process validity and answer-until-correct validity: development of the repeated attempt processing issue detection (RAPID) method Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2024-01-22 David G. Schreurs, Jaclyn M. Trate, Shalini Srinivasan, Melonie A. Teichert, Cynthia J. Luxford, Jamie L. Schneider, Kristen L. Murphy
With the already widespread nature of multiple-choice assessments and the increasing popularity of answer-until-correct, it is important to have methods available for exploring the validity of these types of assessments as they are developed. This work analyzes a 20-question multiple choice assessment covering introductory undergraduate chemistry topics which was given to students in an answer-until-correct
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A meta-analysis of effectiveness of chemical bonding-based intervention studies in improving academic performance Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2024-01-05 Muammer Çalik, Neslihan Ültay, Hasan Bağ, Alipaşa Ayas
The purpose of this study is to meta-analytically evaluate research that used chemical bonding-based interventions to improve academic performance. Through meta-analysis, the present study used several keyword patterns (e.g., chemical bonding, experimental, chemistry education, science education) via relevant databases (e.g., ERIC, Springer Link, Taylor & Francis, Wiley Online Library Full Collection
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Identifying the critical features of resonance: instructors’ intentions for the teaching and learning of resonance in General Chemistry I and Organic Chemistry I Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2024-01-04 Sabrina Barakat, MaryKay Orgill
Resonance is a fundamental chemistry concept first introduced to students in General Chemistry I (GCI), reintroduced in Organic Chemistry I (OCI), and then utilized throughout other higher-level chemistry courses. Student difficulties with resonance are well documented. Instruction is one potential source of student difficulties. What instructors choose to expose students to and how they choose to
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Resources for reasoning of chemistry concepts: multimodal molecular geometry Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2024-01-05 Nicola A. Kiernan, Andrew Manches, Michael K. Seery
Central to conceptual understanding of STEM disciplines is visuospatial processing. Despite its acknowledged role in assuring learners’ success, less is known about the underlying reasoning students must employ when solving 3-D problems and the ways in which gaining an understanding of this can inform formative assessment and learning in STEM education. Chemists must utilise their spatial understanding
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How Chemistry Education Research & Practice serves chemistry education Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-12-18 Scott E. Lewis
This editorial coincides with my start as Editor for Chemistry Education Research and Practice (CERP). Since the purpose of CERP is to serve the chemistry education community of authors and readers, this editorial describes my reflection on how CERP serves the chemistry education community. CERP provides a ready venue for authors to share chemistry education research (CER) and for researchers and educators
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Understanding the octet framework: Comment on ‘What resources do high school students activate to link energetic and structural changes in chemical reactions? – A qualitative study’ Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-12-09 Keith Stephen Taber
A recent study in Chemistry Education Research and Practice highlights the common pattern of student thinking known as ‘the octet framework’, and notes how it seems to relate to, but be inconsistent with, the octet rule: an idea commonly taught in introductory chemistry classes. The study noted the common feature of learners extending the octet rule into ‘a driving force’ for chemical change, but analysis
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Physical chemistry students’ learning profiles and their relation to study-related burnout and perceptions of peer and self-assessment Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-12-07 Lauri J. Partanen, Liisa Myyry, Henna Asikainen
We explored chemical engineering students’ approaches to learning, study-related burnout, and perceptions of peer and self-assessment in a challenging physical chemistry thermodynamics course. Cluster analysis revealed three learning profiles based on students’ approaches to learning: students who scored high in both organised studying and the deep approach to learning, students who scored high in
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A problem-based learning activity for enhancing inquiry skills and facilitating conceptual change in a biological chemistry course Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-12-05 Wanda M. Valsecchi, José M. Delfino, Javier Santos, Santiago E. Faraj
When teaching STEM courses, it is important to introduce state-of-the-art techniques. Students need to learn how to conduct experiments, analyse data and choose the most effective approaches to address meaningful situations. Here we present the assessment of the implementation of a structured inquiry-based activity aimed at teaching students about protein mass and size. This activity emerges as an
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Using a combination technique for the assessment of students’ cognitive structures on acid–base chemistry Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-12-05 Ayşegül Derman, Figen Gunes, Ozcan Gulacar, Ingo Eilks
This study aims to determine the cognitive structures of students at different educational levels (8th grade and 12th grade) related to acid–base chemistry. The research was designed as a case study and structured in two stages. The first stage analyzed concepts related to acid–base chemistry and their direction and strength in students’ knowledge structures. The second stage determined the descriptive
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10 Guiding principles for learning in the laboratory Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-12-04 Michael K. Seery, Hendra Y. Agustian, Frederik V. Christiansen, Bente Gammelgaard, Rie H. Malm
Laboratory work in chemistry has been extensively researched in the last decade but the gap between research and practice is still broad. This Perspective shares 10 guiding principles relating to university laboratory education, drawing on research over the last decade. Written with an audience of practitioners in mind, the Perspective aligns with Hounsell and Hounsell's congruence framework, so that
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Capturing students' identification of the relevance of organic chemistry in writing Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-11-16 Safron L. Milne, Solaire A. Finkenstaedt-Quinn, Nicholas F. Garza, Steven C. Zimmerman, Ginger V. Shultz
Appealing to students' affect in academic settings, such as demonstrating chemistry's relevance to their life, is one strategy instructors may use to support students’ in learning. This study investigates the types of connections that students make to organic chemistry when responding to an open-ended writing assignment. Students enrolled in an introductory level organic chemistry course were asked
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Student perceptions of partial charges and nucleophilicity/electrophilicity when provided with either a bond-line, ball-and-stick, or electrostatic potential map for molecular representation Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-11-10 Ayesha Farheen, Nia Martin, Scott E. Lewis
Education in organic chemistry is highly reliant on molecular representations. Students abstract information from representations to make sense of submicroscopic interactions. This study investigates relationships between differing representations: bond-line structures, ball-and-stick, or electrostatic potential maps (EPMs), and predicting partial charges, nucleophiles, and electrophiles. The study
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The evolution of an assignment: how a Writing-to-Learn assignment's design shapes organic chemistry students’ elaborations on reaction mechanisms Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-11-08 Ina Zaimi, Amber J. Dood, Ginger V. Shultz
Asking students to explain why phenomena occur at a molecular level is vital to increasing their understanding of chemistry concepts. One way to elicit students’ mechanistic reasoning and guide construction of knowledge is through Writing-to-Learn (WTL), which is a promising approach for students in organic chemistry courses. In the design of WTL assignments, rhetorical aspects provide an authentic
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Use of machine learning to analyze chemistry card sort tasks Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-11-07 Logan Sizemore, Brian Hutchinson, Emily Borda
Education researchers are deeply interested in understanding the way students organize their knowledge. Card sort tasks, which require students to group concepts, are one mechanism to infer a student's organizational strategy. However, the limited resolution of card sort tasks means they necessarily miss some of the nuance in a student's strategy. In this work, we propose new machine learning strategies
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Impact of fill-in-the-nodes concept maps on low prior-knowledge students learning chemistry: a study on the learning achievements and attitude toward concept maps Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-11-01 Quan-Thanh Huynh, Yu-Chuan Yang
Numerous studies have proven the learning benefits of concept maps in science subjects, particularly for students with low prior knowledge. There is a scarcity of research dedicated to the examination of chemistry courses at the university level, and the findings pertaining to academic performance in that subject exhibit a lack of consistency. This study examined the impact of concept maps on students
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Chemistry graduate teaching assistants’ teacher noticing Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-10-30 Eleni K. Geragosian, Diana Zhu, Marc Skriloff, Ginger V. Shultz
Chemistry graduate teaching assistants (GTAs) have substantial facetime with undergraduate students at large research institutions where they lead discussion and lab sessions. Emerging research describes GTAs’ content and teaching knowledge for introductory chemistry classes, but we need to know more about how GTAs manage their classes in the moment and how they assess student learning during class
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Investigating evidence in support of validity and reliability for data collected with the meaningful learning in the laboratory instrument (MLLI) Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-10-27 Elizabeth B. Vaughan, A. Montoya-Cowan, Jack Barbera
The Meaningful Learning in the Laboratory Instrument (MLLI) was designed to measure students’ expectations before and after their laboratory courses and experiences. Although the MLLI has been used in various studies and laboratory environments to investigate students’ cognitive and affective laboratory expectations, the authors of the instrument reported a discrepancy between the intended factor structure
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A design-based research approach to improving pedagogy in the teaching laboratory Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-10-18 Christine E. Mundy, Marietjie Potgieter, Michael K. Seery
The laboratory is a complex environment where the three levels of the chemistry triplet coincide. As the laboratory environment places a large demand on the working memory of students, cognitive load theory can address overload which causes barriers to learning. Breaking down barriers requires iterative phases of analysis/exploration, design/construction and evaluation/reflection over multiple cycles
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Making sense of chemical equilibrium: productive teacher–student dialogues as a balancing act between sensemaking and managing tension Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-10-17 Ylva Hamnell-Pamment
Navigating the observational, symbolic, and theoretical knowledge domains of chemistry is crucial for chemistry sensemaking. However, this has been shown to be particularly challenging for students of chemistry. In order to reach government standards for sensemaking in the chemistry subject, it is important to investigate how chemistry teachers can sustain sensemaking practices in their classrooms
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Progression from Chinese High School onto a TransNational Chinese-UK University joint BSc degree in chemistry; an international study focussing on laboratory practical skills Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-10-16 Julie Hyde, James S. Wright, Andi Xie
An investigation was carried out into laboratory practical skills development and students’ specific challenges in transition from laboratory chemistry at Chinese High School (HS) to a fully English style university laboratory course. To the best of our knowledge this is the first study of its type investigating practical laboratory skills for a TransNational Education (TNE) Chemistry BSc (3 + 1) degree
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Exploring relationships that college instructors seek to build with intention in chemistry classrooms Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-10-13 Patricia Moreira, Vicente Talanquer
Teaching is a complex activity that demands paying attention to diverse components and relationships that affect the learning process, and acting with intentionality to build and nurture those connections. In this qualitative research study, we proposed and used an intentional–relational framework to explore differences in the relationships that four general chemistry instructors sought and acted to
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How much is just maths? Investigating problem solving in chemical kinetics at the interface of chemistry and mathematics through the development of an extended mathematical modelling cycle Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-10-10 Sofie Ye, Maja Elmgren, Magnus Jacobsson, Felix M. Ho
Problem solving in chemical kinetics poses substantial challenges for university students since it often involves significant use of mathematics as a tool and language, with challenging translations and transitions between chemical phenomena and mathematical representations. In this paper, we present key findings from a study investigating chemistry students solving tasks centred around the steady-state
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Supporting submicroscopic reasoning in students’ explanations of absorption phenomena using a simulation-based activity Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-10-09 Natalia Spitha, Yujian Zhang, Samuel Pazicni, Sarah A. Fullington, Carla Morais, Amanda Rae Buchberger, Pamela S. Doolittle
The Beer–Lambert law is a fundamental relationship in chemistry that helps connect macroscopic experimental observations (i.e., the amount of light exiting a solution sample) to a symbolic model composed of system-level parameters (e.g., concentration values). Despite the wide use of the Beer–Lambert law in the undergraduate chemistry curriculum and its applicability to analytical techniques, students’
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Different strategies to facilitate meaningful reflections among post-secondary students in a community service learning water project Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-10-09 Karen Ho, Sahara R. Smith, Douglas B. Clark
This study explored how continuous diverse reflective exercises embedded in a Community Service Learning chemistry lab support science students' meaningful learning. The findings of this study are intended for those involved in teaching natural science in higher education, as well as those interested in Community Service Learning, self-directed learning, and reflective strategies. Fourteen students
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Implementing team-based learning in a large environmental chemistry course and its impact on student learning and perceptions Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-10-04 Priyanka Lekhi, Trish Varao-Sousa
Team-based learning (TBL) is an instructional strategy where students participate in a set of activities including, applying course concepts to real-life case studies in instructor-selected teams. Here, we describe how TBL has been incorporated into a 3rd year, large, environmental chemistry course and investigate the benefits of using this strategy. A combination of pre/post survey and coursework
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Effects of formative assessment with technology on students’ meaningful learning in chemistry equilibrium concepts Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-10-04 Tadesse Hagos, Dereje Andargie
This study examines how students’ conceptual and procedural knowledge of chemical equilibrium is affected by technology-supported formative assessment (TSFA) strategies. This study's embedded/nested mixed method research design was used to achieve the study's objective. A random sampling method was used to choose the sample of two intact classes for the treatment group and one intact class for the
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Feedback Literacy: a catalyst for lifelong learning from a chemistry education perspective Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-09-22 Gwendolyn Lawrie
‘Feedback’ is ubiquitous in life! Most people are constantly engaged in processes of generating or receiving different forms of feedback daily, across diverse facets of our lives. Whether we are being invited to complete an online poll after some form of interaction with a service provider; or seeking affirmation through social media; or simply thinking about our own thinking, these activities involve
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Evaluating the level of inquiry in postsecondary instructional laboratory experiments: results of a national survey Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-09-21 Kendall M. Zammit, Megan C. Connor, Jeffrey R. Raker
A national survey on chemistry instructional laboratories was administered to faculty members at four-year postsecondary institutions in the United States for the purpose of exploring levels of inquiry-based instruction implemented in laboratory courses. Respondents were asked to rate the level of choice their students had in deciding six key characteristics of the experiments used in their course
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What's in a word? Student beliefs and understanding about green chemistry Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-09-19 Laura B. Armstrong, Lauren M. Irie, Kelly Chou, Mariana Rivas, Michelle C. Douskey, Anne M. Baranger
For the past decade, the College of Chemistry at UC Berkeley has iteratively redesigned general chemistry laboratory courses to introduce students to green chemistry concepts, while simultaneously using green chemistry as a relevant context to learn chemistry. To investigate the effectiveness of this curriculum we developed approaches to investigate student understanding of green chemistry. We adapted
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Exploring senior high-school students’ understanding of electrochemical concepts: patterns of thinking across Turkish and Indonesian contexts Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-09-13 Canan Nakiboglu, Sri Rahayu, Nuri Nakiboğlu, David F. Treagust
This study focuses on examining senior high-school students’ conceptual understanding and difficulties concerning electrochemistry and comparing patterns of thinking across Turkish and Indonesian contexts. The Electrochemistry Concept Questionnaire (ECQ) was applied to 516 Indonesian and 516 Turkish high school students right after the teaching of the electrochemistry topics. The ECQ contains 18 multiple-choice
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Children's emergent mechanistic reasoning in chemistry: a case study about early primary students’ reasoning about the phenomenon of thermal expansion of air Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-09-13 Astrid Berg, Magnus Hultén
The importance of introducing students to mechanistic reasoning (MR) early in their schooling is emphasised in research. The goal of this case study was to contribute with knowledge on how early primary students’ (9–10 year-olds) MR in chemistry is expressed and developed in a classroom practice framed by model-based inquiry. The study focuses on the first lesson in a sequence of six that was developed
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Elements constituting and influencing in-service secondary chemistry teachers’ pedagogical scientific language knowledge Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-09-07 Corinna Mönch, Silvija Markic
Chemish – the scientific language of chemistry – is crucial for learning chemistry. To help students acquire the competencies to understand and use Chemish, chemistry teachers need to have a sound knowledge of teaching and learning Chemish: Pedagogical Scientific Language Knowledge (PSLK). But still, despite the importance of this knowledge, the question remains what exactly it is. Based on a model
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The use of frameworks in chemistry education research Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-09-01 Jon-Marc G. Rodriguez, Jocelyn Elizabeth Nardo, Solaire A. Finkenstaedt-Quinn, Field M. Watts
Extant literature has emphasized the importance of education research being theory-based. To this end, many research articles have a distinct “theoretical framework” section describing the theoretical underpinnings that inform the research. Nevertheless, there is large variation in how explicit articles are regarding their use of frameworks in the research process. This work describes a literature
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Analysis of resources applied to rationalize elimination mechanisms Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-09-01 Sean Gao, Taylor C. Outlaw, Jason G. Liang-Lin, Alina Feng, Reika Shimomura, Jennifer L. Roizen, Charles T. Cox
This study aimed to analyze second-semester organic chemistry students’ problem-solving strategies, specifically focusing on the resources activated while solving problems on E2, E1, and E1cB elimination reactions. Using the theoretical framework by Elby and Hammer, we defined a resource as a unit of information used in the problem-solving process. The resources activated to solve elimination reaction
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The relationship between error beliefs in chemistry and chemistry learning outcomes: a chain mediation model investigation Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-08-16 Qian Huangfu, Zhouying Luo, Ying Cao, Weijia Wu
Errors are natural elements of the learning process and provide a high potential to promote students’ learning outcomes. In recent years, there has been much research about learning from errors. However, we know little about the relationship between students’ error beliefs in chemistry and chemistry learning outcomes at present. Thus, the aim of this study was to explore the mechanisms of chemistry
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“I guess it was more than just my general knowledge of chemistry”: exploring students’ confidence judgments in two-tiered assessments Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-08-15 Casandra Koevoets-Beach, Karen Julian, Morgan Balabanoff
Two-tiered assessment structures with paired content and confidence items are frequently used within chemistry assessments to stimulate and measure students’ metacognition. The confidence judgment is designed to promote students’ reflection on their application of content knowledge and can be characterized as calibrated or miscalibrated based on their accuracy. Previous studies often attributed students’
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Design and impact of a stoichiometry voluntary online course for entering first-year STEM college students Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-08-10 Brayan Díaz, Arie Aizman
The paper presents the design and evaluation of a voluntary online introductory stoichiometry (VOIS) course aimed at facilitating the transition from secondary to higher education. The course utilized simple analogies and adaptive feedback through a formative scaffolding assessment. The study assessed the effectiveness of the VOIS course through pre- and post-knowledge tests, analysis of students'
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Enabling general chemistry students to take part in experimental design activities Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-08-04 Jennifer Scoggin, K. Christopher Smith
In this study, we analyzed how general chemistry students generated experimental designs corresponding to general chemistry questions such as the ones typically found in general chemistry textbooks. We found that students were very successful in including experimental design aspects that were explicitly mentioned in the general chemistry questions, but less successful in including other experimental
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Pre-service chemistry teachers’ understanding of knowledge related to climate change Chem. Educ. Res. Pract. (IF 3.0) Pub Date : 2023-07-27 Yanlan Wan, Xiaoyu Ding, Hairong Yu
Climate change presents a global human challenge, and many countries are paying increased attention to climate change issues. Chemistry plays a critical role in addressing climate change. The dual nature of pre-service chemistry teachers’ identity determines the importance of their understanding of climate change. This study employed a phenomenography methodological framework and semi-structured interviews