NotesFAQContact Us
Collection
Advanced
Search Tips
Source
Chemistry Education Research…25
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 25 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Shi, Guanxue; Bi, Hualin – Chemistry Education Research and Practice, 2023
This study evaluated recent advances in learning progressions for the concept of matter (LPCM) and explored trends by reviewing the literature on the topic published between 2005 and 2021. A total of 21 studies were reviewed. Fifteen studies were devoted to developing LPCM of varying spans and grain sizes. There were six follow-up studies based on…
Descriptors: Physics, Scientific Concepts, Concept Formation, Learning Trajectories
Peer reviewed Peer reviewed
Direct linkDirect link
Sevgi Aydin Gunbatar; Betul Ekiz Kiran; Yezdan Boz; Elif Selcan Oztay – Chemistry Education Research and Practice, 2025
This study reviewed the green and sustainable chemistry education (GSCE) research that provided training at the tertiary level from 2000 to 2024. The Web of Science and ERIC databases were screened using title and abstract review. In total, 49 studies were analysed. The analysis instrument has two main parts, namely, general characteristics of the…
Descriptors: Chemistry, Training, Science Education, Science Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Daniel Elford; Garth A. Jones; Simon J. Lancaster – Chemistry Education Research and Practice, 2024
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…
Descriptors: Chemistry, Science Instruction, Teaching Methods, Computer Simulation
Peer reviewed Peer reviewed
Direct linkDirect link
Kim, Thomas; Wright, L. Kate; Miller, Kathryn – Chemistry Education Research and Practice, 2019
Students in chemistry often demonstrate difficulty with the principle of resonance. Despite many attempts to mitigate this difficulty, there have been few attempts to examine the root cause of these issues. In this study, students were assessed for their perception of Kekule structures based on perceptual learning theory, which is grounded in…
Descriptors: Science Instruction, Chemistry, Scientific Principles, Concept Formation
Peer reviewed Peer reviewed
Direct linkDirect link
Rodriguez, Jon-Marc G.; Towns, Marcy H. – Chemistry Education Research and Practice, 2021
In this work, we discuss the importance of underlying theoretical assumptions in research, focusing on the conclusions reached when analyzing data from a misconceptions constructivist (stable, unitary) perspective in contrast to a fine-grained constructivist (resources, knowledge-in-pieces) perspective. Both frameworks are rooted in the idea that…
Descriptors: Biochemistry, Science Instruction, Constructivism (Learning), Misconceptions
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Shah, Lisa; Rodriguez, Christian A.; Bartoli, Monica; Rushton, Gregory T. – Chemistry Education Research and Practice, 2018
Instructional strategies that support meaningful student learning of complex chemical topics are an important aspect of improving chemistry education. Adequately assessing the success of these approaches can be supported with the use of aligned instruments with established psychometrics. Here, we report the implementation and assessment of one…
Descriptors: Chemistry, Scientific Concepts, Concept Formation, Discussion (Teaching Technique)
Peer reviewed Peer reviewed
Direct linkDirect link
Smith, K. Christopher; Villarreal, Savannah – Chemistry Education Research and Practice, 2015
In this reply to Elon Langbeheim's response to an article recently published in this journal, authors Smith and Villarreal identify several types of general chemistry students' misconceptions concerning the concept of particle position during physical change. They focus their response on one of the misconceptions identified as such: Given a solid…
Descriptors: Chemistry, Science Instruction, Scientific Concepts, Misconceptions
Peer reviewed Peer reviewed
Direct linkDirect link
Tümay, Halil – Chemistry Education Research and Practice, 2016
Identifying students' misconceptions and learning difficulties and finding effective ways of addressing them has been one of the major concerns in chemistry education. However, the chemistry education community has paid little attention to determining discipline-specific aspects of chemistry that can lead to learning difficulties and…
Descriptors: Learning Problems, Scientific Concepts, Misconceptions, Chemistry
Peer reviewed Peer reviewed
Direct linkDirect link
Derman, Aysegul; Eilks, Ingo – Chemistry Education Research and Practice, 2016
Understanding students' cognitive structures in a specific knowledge domain helps to determine the ''what, how and why'' features of such knowledge, so that we can take these structures into consideration in teaching. The purpose of the present study was to identify students' cognitive structures about solution and dissolution concepts. The study…
Descriptors: High School Students, Chemistry, Science Instruction, Cognitive Structures
Peer reviewed Peer reviewed
Direct linkDirect link
Smith, K. Christopher; Villarreal, Savannah – Chemistry Education Research and Practice, 2015
This article reports on the types of views and misconceptions uncovered after assessing 155 freshman general chemistry students on the concept of particle position during the reversible physical change of melting, using the Melting Cycle Instrument, which illustrates particulate-level representations of a melting-freezing cycle. Animations…
Descriptors: Animation, Chemistry, Science Instruction, Misconceptions
Peer reviewed Peer reviewed
Direct linkDirect link
Fautch, Jessica M. – Chemistry Education Research and Practice, 2015
The flipped classroom is a pedagogical approach that moves course content from the classroom to homework, and uses class time for engaging activities and instructor-guided problem solving. The course content in a sophomore level Organic Chemistry I course was assigned as homework using video lectures, followed by a short online quiz. In class,…
Descriptors: Organic Chemistry, Science Instruction, Teaching Methods, Educational Technology
Peer reviewed Peer reviewed
Direct linkDirect link
Nimmermark, Anders; Ohrstrom, Lars; Mårtensson, Jerker; Davidowitz, Bette – Chemistry Education Research and Practice, 2016
Almost 700 Swedish and South African students from the upper secondary school and first-term chemistry university level responded to our survey on concepts of chemical bonding. The national secondary school curricula and most common textbooks for both countries were also surveyed and compared for their content on chemical bonding. Notable…
Descriptors: Chemistry, Scientific Concepts, Concept Formation, Science Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Ye, Li; Lewis, Scott E. – Chemistry Education Research and Practice, 2014
Assumptive Learning Theory values the active process of linking concepts to promote meaningful over rote learning. To promote meaningful learning, assessment practices that encourage the linking of concepts need to be developed and utilized. Creative Exercises (CEs) have the potential to encourage such links. CEs are an open-ended assessment…
Descriptors: Chemistry, Scientific Concepts, Science Education, Science Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Olimpo, Jeffrey T.; Kumi, Bryna C.; Wroblewski, Richard; Dixon, Bonnie L. – Chemistry Education Research and Practice, 2015
Two-dimensional (2D) diagrams are essential in chemistry for conveying and communicating key knowledge about disciplinary phenomena. While experts are adept at identifying, interpreting, and manipulating these representations, novices often are not. Ongoing research efforts in the field suggest that students' effective use of concrete and virtual…
Descriptors: Science Instruction, Organic Chemistry, Statistical Analysis, Visual Aids
Previous Page | Next Page »
Pages: 1  |  2