Issue 4, 2020
From the journal:

Chemistry Education Research and Practice

Comment on “Increasing chemistry students’ knowledge, confidence, and conceptual understanding of pH using a collaborative computer pH simulation” by S. W. Watson, A. V. Dubrovskiy and M. L. Peters, Chem. Educ. Res. Pract., 2020, 21, 528

Keith S. Taber ORCID logo a  

a Faculty of Education, University of Cambridge, UK
E-mail: kst24@cam.ac.uk

Abstract

This comment discusses some issues about the use and reporting of experimental studies in education, illustrated by a recently published study that claimed (i) that an educational innovation was effective despite outcomes not reaching statistical significance, and (ii) that this refuted the findings of an earlier study. The two key issues raised concern how the research community should understand the concept of refutation when comparing across studies, and whether the adoption of inferential statistics in a study should bind researchers to accept the inferences such tests suggest.

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Article information

DOI
https://doi.org/10.1039/D0RP00131G
Article type
Comment
Submitted
28 Apr 2020
Accepted
12 Jun 2020
First published
02 Jul 2020
This article is Open Access
Creative Commons BY-NC license

Chem. Educ. Res. Pract., 2020,21, 1218-1221

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Comment on “Increasing chemistry students’ knowledge, confidence, and conceptual understanding of pH using a collaborative computer pH simulation” by S. W. Watson, A. V. Dubrovskiy and M. L. Peters, Chem. Educ. Res. Pract., 2020, 21, 528

K. S. Taber, Chem. Educ. Res. Pract., 2020, 21, 1218 DOI: 10.1039/D0RP00131G

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