Chemistry education research trends: 2004–2013

2014 ◽  
Vol 15 (4) ◽  
pp. 470-487 ◽  
Author(s):  
Tang Wee Teo ◽  
Mei Ting Goh ◽  
Leck Wee Yeo
Keyword(s):  
Science Education ◽  
Education Research ◽  
Science Teaching ◽  
Chemistry Education ◽  
The United States ◽  
Research Trends ◽  
Research Papers ◽  
Chemistry Education Research ◽  
Future Work ◽  
Science Education Journals

This paper presents findings from a content analysis of 650 empirical chemistry education research papers published in two top-tiered chemistry education journals Chemistry Education Research and Practice and Journal of Chemical Education, and four top-tiered science education journals International Journal of Science Education, Journal of Research in Science Teaching, Research in Science Teaching and Science Education from 2004–2013. We found that empirical chemistry education research (CER) papers accounted for 7.7 percent of the publications in the four science education journals. The most highly published area of research was in conceptions and conceptual change and most studies adopted mixed methods. The majority of the studies were conducted in higher education contexts and in the United States. Researchers who publish prolifically in the field included Vicente Talanquer, Derek Cheung, Michael Sanger, Keith Taber, Melanie Cooper and Marcy Towns. Current research trends and gaps are illuminated and possible future work in CER is discussed in the paper.

scholarly journals Progressing chemistry education research as a disciplinary field

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Keith S. Taber
Keyword(s):  
Science Education ◽  
Education Research ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Current Status ◽  
Chemistry Teaching ◽  
Future Directions ◽  
Disciplinary Field ◽  
Chemistry Education Research

AbstractThis article offers a viewpoint regarding the current status of chemistry education research (CER) as a scholarly field within science education, and suggests priorities for future directions of work in the field. The article begins by briefly considering what makes something a discrete field of activity, and what makes such a field ‘scientific’. This provides a basis for understanding and evaluating CER, and informs a consideration of imperatives and priorities for progressing the field. In particular, it is suggested one emphasis should be on areas of work which can be considered ‘inherent’ to CER as they arise from essential aspects of chemistry teaching and learning, and some examples of such inherent research foci (the ‘chemist’s triplet’; models in chemistry; chemical explanations) are briefly discussed.

scholarly journals Chemical Education Research in Slovenia after 1991: A Systematic Review

2020 ◽  
Vol 10 (1) ◽  
pp. 9-36
Author(s):  
Iztok Devetak ◽  
Vesna Ferk Savec
Keyword(s):  
Education Research ◽  
Classroom Practice ◽  
Chemistry Education ◽  
Chemical Education ◽  
Research Papers ◽  
Chemical Education Research ◽  
Main Research ◽  
Research Fields ◽  
Chemistry Education Research ◽  
The University

During the last three decades, chemical education in Slovenia has developed mainly in two chemistry education research groups, one located at the University of Ljubljana and the other at the University of Maribor. The present study aims to identify research papers in the field of chemical education published between 1991 and 2019 through a database survey. From a total of 273 identified research papers in the field of chemical education, an analysis of the papers published in respected international and Slovenian journals and monographs revealed four main research fields: (1) Submicrorepresentations, Models and Animations, (2) Chemistry Teacher Education, (3) Experimental Work, and (4) Conceptions of Basic Chemical Concepts. For further analysis, only papers published in English in respected peer-reviewed international journals were used (N = 41). Based on citations in Web of Science or Scopus, it seems that papers published in the first field have the greatest impact on the international research community. Some research monographs published in Slovenian aim specifically at contributing to bridging the gap between chemical education research and classroom practice, but further actions are necessary to achieve this goal in the future.

scholarly journals Ideas, politics and practices of integrated science teaching in the global Cold War

BJHS Themes ◽  
2018 ◽  
Vol 3 ◽  
pp. 167-189
Author(s):  
KRISTIAN H. NIELSEN
Keyword(s):  
Science Education ◽  
Cold War ◽  
Science Teaching ◽  
Modern Society ◽  
The United States ◽  
Integrated Science ◽  
Interest In Science ◽  
Scientific Disciplines ◽  
The Cold War ◽  
Curriculum Reforms

AbstractDuring the Cold War, UNESCO played a major role in promoting science education across the world. UNESCO's Programme in Integrated Science Teaching, launched in 1969, placed science education at the heart of socio-economic development in all nations. The programme planners emphasized the role of science education in the development of human resources necessary to build a modern nation state, seeking to build a scientific and engineering mindset in children. UNESCO's interest in science education drew inspiration from early Cold War curriculum reforms in the United States, where scientists, psychologists and teachers promoted science education as a way to enhance the scientific and technical workforce and to counteract irrational tendencies. While US curriculum reformers were concerned about the quantity and quality of science teaching in secondary school, UNESCO wanted to introduce science as a topic in primary, secondary and vocational schools, promoting integrated science teaching as the best way to do this. From the outset, the term ‘integrated’ meant different things to different people. It not only entailed less focus on scientific disciplines and scientific method strictly defined, but also more on teaching children how to adopt a curious, experimental and engineering approach in life. By the end of the Cold War, UNESCO abandoned the idea of integrated science teaching, but it has a lasting legacy in terms of placing ways of teaching science to children at the heart of modern society.

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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