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Zheng, Changlong; Li, Langsen; He, Peng; Jia, Mengying – Chemistry Education Research and Practice, 2019
Although the content of science lessons has been analyzed from different perspectives by developing a set of codes (e.g., K. J. Roth, S. L. Druker, H. E. Garnier, M. Lemmens, C. Chen, T. Kawanaka, and R. Gallimore, (2006), Teaching science in five countries: results from the TIMSS 1999 video study, Washington, DC: National Center for Education…
Descriptors: Foreign Countries, Science Instruction, Coding, Teaching Methods
Lamichhane, Roshan; Reck, Cathrine; Maltese, Adam V. – Chemistry Education Research and Practice, 2018
Misconceptions are the "the old, the bad, and the ugly" prior knowledge, ideas or conceptions that the learners have that hinder their further learning in science. Several types of misconceptions that undergraduate students hold about reaction coordinate diagrams (from here on we use the term "reaction coordinate diagrams" and…
Descriptors: Chemistry, Multiple Choice Tests, Interviews, Undergraduate Students
Popova, Maia; Bretz, Stacey Lowery – Chemistry Education Research and Practice, 2018
Organic chemistry students struggle with understanding the energetics of chemical reactions. Reaction coordinate diagrams are one tool that is widely used in organic chemistry classrooms to assist students with visualizing and explaining the energy changes that take place throughout a reaction. Thirty-six students enrolled in organic chemistry II…
Descriptors: Undergraduate Students, Organic Chemistry, Knowledge Level, Scientific Concepts
Nyachwaya, James M.; Gillaspie, Merry – Chemistry Education Research and Practice, 2016
The goals of this study were (1) determine the prevalence of various features of representations in five general chemistry textbooks used in the United States, and (2) use cognitive load theory to draw implications of the various features of analyzed representations. We adapted the Graphical Analysis Protocol (GAP) (Slough et al., 2010) to look at…
Descriptors: Science Instruction, Chemistry, Textbook Content, Cognitive Processes
Boothe, J. R.; Barnard, R. A.; Peterson, L. J.; Coppola, B. P. – Chemistry Education Research and Practice, 2018
Use of peer instruction and facilitation has surged in undergraduate education at large colleges and universities in recent years. Studies on peer instruction have been directed primarily at student learning gains and affective outcomes among the facilitators. For peer instructors, the relationship between their teaching effectiveness and their…
Descriptors: Pedagogical Content Knowledge, Teacher Effectiveness, Undergraduate Students, Peer Teaching
Current, Kelley; Kowalske, Megan Grunert – Chemistry Education Research and Practice, 2016
There has been increased interest in the transformation of post-secondary level instructional practices in STEM from more traditional to evidence-based practices that are more aligned with how learning occurs. Research has shown that instructional practices are linked to student learning outcomes even when content is unchanged; therefore,…
Descriptors: Teaching Methods, Chemistry, Teaching Assistants, Graduate Students
Uzuntiryaki-Kondakci, Esen; Demirdögen, Betül; Akin, Fatma Nur; Tarkin, Aysegul; Aydin-Günbatar, Sevgi – Chemistry Education Research and Practice, 2017
This study combined two important frameworks--teacher self-regulation and pedagogical content knowledge (PCK)--to reveal whether they were related to each other. To fulfill this aim, researchers utilized a case-study design. Data were collected from five preservice chemistry teachers through semi-structured interviews, lesson plans in the form of…
Descriptors: Self Management, Pedagogical Content Knowledge, Preservice Teachers, Science Teachers
Mack, Michael R.; Towns, Marcy H. – Chemistry Education Research and Practice, 2016
We report the results of a phenomenographic analysis of faculty beliefs about the purposes for teaching upper-division physical chemistry courses in the undergraduate curriculum. A purposeful sampling strategy was used to recruit a diverse group of faculty for interviews. Collectively, the participating faculty regularly teach or have taught…
Descriptors: College Science, Science Education, Chemistry, Undergraduate Study
Supalo, Cary A.; Humphrey, Jennifer R.; Mallouk, Thomas E.; Wohlers, H. David; Carlsen, William S. – Chemistry Education Research and Practice, 2016
To determine whether a suite of audible adaptive technologies would increase the hands-on participation of high school students with blindness or low vision in chemistry and physics courses, data were examined from a multi-year field study conducted with students in mainstream classrooms at secondary schools across the United States. The students…
Descriptors: Assistive Technology, Hands on Science, Science Instruction, Secondary School Science