Examining the Impact of Chemistry Education Research Articles from 2007 through 2013 by Citation Counts

2015 ◽  
Vol 92 (8) ◽  
pp. 1299-1305 ◽  
Author(s):  
Li Ye ◽  
Scott E. Lewis ◽  
Jeffrey R. Raker ◽  
Razanne Oueini
Keyword(s):  
Education Research ◽  
Chemistry Education ◽  
Research Articles ◽  
Citation Counts ◽  
Chemistry Education Research ◽  
The Impact

The current state of methods for establishing reliability in qualitative chemistry education research articles

2021 ◽  
Author(s):  
Field M. Watts ◽  
Solaire A. Finkenstaedt-Quinn
Keyword(s):  
Qualitative Research ◽  
Education Research ◽  
Chemistry Education ◽  
Research Articles ◽  
Research Activity ◽  
Current State ◽  
Depth Analysis ◽  
Qualitative Research Methodology ◽  
Research Findings ◽  
Chemistry Education Research

The tradition of qualitative research drives much of chemistry education research activity. When performing qualitative studies, researchers must demonstrate the trustworthiness of their analysis so researchers and practitioners consuming their work can understand if and how the presented research claims and conclusions might be transferable to their unique educational settings. There are a number of steps researchers can take to demonstrate the trustworthiness of their work, one of which is demonstrating and reporting evidence of reliability. The purpose of this methodological review is to investigate the methods researchers use to establish and report reliability for chemistry education research articles including a qualitative research component. Drawing from the literature on qualitative research methodology and content analysis, we describe the approaches for establishing the reliability of qualitative data analysis using various measures of inter-rater reliability and processes including negotiated agreement. We used this background literature to guide our review of research articles containing a qualitative component and published in Chemistry Education Research and Practice and the Journal of Chemical Education from the years 2010 through 2019 for whether they report evidence of reliability. We followed this by a more in-depth analysis of how articles from the years 2017 through 2019 discuss reliability. Our analysis indicates that, overall, researchers are presenting evidence of reliability in chemistry education research (CER) articles by reporting reliability measures, describing a process of negotiated agreement, or mentioning reliability and the steps taken to demonstrate it. However, there is a reliance on reporting only percent agreement, which is not considered an acceptable measure of reliability when used on its own. In addition, the descriptions of how reliability was established were not always clear, which may make it difficult for readers to evaluate the veracity of research findings. Our findings indicate that, as a field, CER researchers should be more cognizant of the appropriateness of how we establish reliability for qualitative analysis and should more clearly present the processes by which reliability was established in CER manuscripts.

The Citation Index of Chemistry Education Research in the Journal of Chemical Education from 2008 to 2016: A Closer Look at the Impact Factor

2017 ◽  
Vol 94 (5) ◽  
pp. 558-562 ◽  
Author(s):  
Jon-Marc G. Rodriguez ◽  
Kinsey Bain ◽  
Alena Moon ◽  
Michael R. Mack ◽  
Brittland K. DeKorver ◽  
...  
Keyword(s):  
Education Research ◽  
Impact Factor ◽  
Chemistry Education ◽  
Citation Index ◽  
Chemical Education ◽  
Chemistry Education Research ◽  
The Impact

scholarly journals A tribute to Professor Alex H Johnstone (1930–2017)

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Norman Reid
Keyword(s):  
Education Research ◽  
Chemistry Education ◽  
Unique Contribution ◽  
Late Professor ◽  
Chemistry Education Research ◽  
The Impact

AbstractIn a symposium at the Warsaw ECRICE meeting in Warsaw in September 2018, the enormous contribution made by the late Professor Alex H Johnstone was celebrated and the impact he made exemplified by contributions from recent research. This paper summarises his unique contribution to chemistry education research.

Student Success and the High School-University Transition: 100 Years of Chemistry Education Research

2021 ◽  
Author(s):  
David Stone
Keyword(s):  
High School ◽  
Education Research ◽  
Student Success ◽  
Chemistry Education ◽  
100Th Anniversary ◽  
University Transition ◽  
Excellent Opportunity ◽  
Chemistry Education Research

The 100th anniversary of the first article (published in 1921) examining student success and the high school to university transition in chemistry provides an excellent opportunity to consider what has...

Towards a theoretically sound measure of chemistry students’ motivation; investigating rank-sort survey methodology to reduce response style bias

2021 ◽  
Author(s):  
Ying Wang ◽  
Scott E. Lewis
Keyword(s):  
Education Research ◽  
Academic Performance ◽  
Q Methodology ◽  
Chemistry Education ◽  
Academic Motivation ◽  
Survey Methodology ◽  
Likert Scale ◽  
Response Style ◽  
Chemistry Students ◽  
Chemistry Education Research

Prior research has demonstrated the important role of chemistry students’ affect in academic performance. Likert-scale surveys are the most prevalent tools to measure students’ affect within chemistry education research, however, data collected through a Likert-scale survey may exhibit response style bias which can hinder accurately measuring students’ affect. This study investigates the utility of a novel survey methodology, termed rank-sort survey, in understanding students’ academic motivation in a general chemistry course. Informed by Q methodology, in a rank-sort survey participants rank a set of statements in terms of level of agreement with limits in place on how many items can be assigned a particular rank. In this investigation, a rank-sort survey was developed by using statements from an existing Likert-scale instrument, the Academic Motivation Survey in Chemistry. Data collected from the rank-sort surveys, compared to Likert-scale surveys, showed a better alignment with self-determination theory, the underlying theoretical framework, and a better ability to predict students’ academic performance in chemistry. The study also discusses which surveys in chemistry education research are likely to benefit from adopting a rank-sort approach.

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