This Review of Chemistry Education Research (CER) provides an overview of the development of research in chemistry education from the early days, when ideas about how to teach chemistry and help students learn were guided by practitioner wisdom, to current research that is based on theories of learning and provides evidence from which to make arguments about improving teaching and learning. We introduce the dominant learning theories that have guided CER over the years and attempt to show how they have been integrated into modern research in chemistry education. We also provide examples of how this research can be used to inform the development and use of educational materials. Because CER literature is vast, we chose to limit the research we reviewed to those studies that help us answer three driving questions: (1) What should students know and be able to do with that knowledge? (2) How will we know that students have developed a coherent and useful understanding of chemistry? (3) What evidence do we have about how to help students develop a deep and robust understanding of chemistry?

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化学教育研究—从个人经验主义到证据，理论和知情实践

本化学教育研究评论（CER）概述了化学教育研究的发展，从早期开始，即有关如何教授化学和帮助学生学习的思想都是在从业者的智慧指导下，到当前基于理论的研究的学习，并提供证据来论证如何改善教与学。我们介绍了多年来指导CER的主导学习理论，并试图展示它们如何被融入化学教育的现代研究中。我们还提供了一些示例，说明了如何利用这项研究为教育材料的开发和使用提供信息。由于CER文献众多，因此我们选择将我们审查的研究限于那些有助于我们回答三个驱动问题的研究：（1）学生应该了解什么并能够使用该知识？（2）我们如何知道学生对化学有连贯和有用的理解？（3）我们有哪些证据可以帮助学生发展对化学的深刻而牢固的理解？