NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1167134
Record Type: Journal
Publication Date: 2014-Oct
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1756-1108
Chemistry Education Research Trends: 2004-2013
Teo, Tang Wee; Goh, Mei Ting; Yeo, Leck Wee
Chemistry Education Research and Practice, v15 n4 p470-487 Oct 2014
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.
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A