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Showing 1 to 15 of 221 results Save | Export
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Tekane, Rethabile; Pilcher, Lynne A.; Potgieter, Marietjie – Chemistry Education Research and Practice, 2020
Although the implementation of blended learning in organic chemistry is rapidly growing, thus far, there are few studies published on the evaluation of supplemental types of blend in organic chemistry. This report covers a phenomenographic study that was designed to evaluate a supplemental type of blended learning approach implemented in a…
Descriptors: Foreign Countries, Undergraduate Students, Student Attitudes, Preferences
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Yesiloglu, Sevinç Nihal; Köseoglu, Fitnat – Chemistry Education Research and Practice, 2020
The main purpose of this study is to explore the epistemological problems underlying pre-service chemistry teachers' aims in using practical work, "i.e.," individual or small group object manipulation or observation, in school science. Twenty-two pre-service chemistry teachers participated in this study. Qualitative data collection tools…
Descriptors: Preservice Teachers, Science Teachers, Science Instruction, Chemistry
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Kohen, Zehavit; Herscovitz, Orit; Dori, Yehudit Judy – Chemistry Education Research and Practice, 2020
Facilitating students' chemical literacy is a focal point of current science education. This study examines views of chemists and chemistry teachers on chemical literacy and, more broadly, on scientific literacy of four kinds of stakeholders: scientists, teachers, STEM students, and the educated public. We explored the views of 347 participants,…
Descriptors: Chemistry, Scientific Literacy, Science Teachers, Scientists
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Gkitzia, Vasiliki; Salta, Katerina; Tzougraki, Chryssa – Chemistry Education Research and Practice, 2020
Meaningful understanding of chemistry, among others, includes the ability of an individual to think simultaneously at macroscopic, submicroscopic and symbolic levels, and this presupposes the competence to translate between different types of chemical representations. In this study, we investigated 11th grade Greek students' and 3rd year…
Descriptors: Chemistry, Science Instruction, Grade 11, Secondary School Science
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Lau, Poh Nguk – Chemistry Education Research and Practice, 2020
The rhetorical argument that laboratory courses are crucial for training skilled STEM practitioners is ill-evidenced in teaching practice. The arduous task of implementing instructor-led skill assessment in large-cohort courses and persistent student "disengagement" from its educative goals are some obstacles. This study emphasized the…
Descriptors: Formative Evaluation, Self Evaluation (Individuals), Video Technology, Introductory Courses
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Wright, Lyniesha Chanell; Oliver-Hoyo, Maria Theresa – Chemistry Education Research and Practice, 2020
The mental models students have after engaging in an activity designed to teach infrared (IR) spectroscopy without reliance on IR absorption tables, were characterized. Qualitative analysis of semi-structured interviews, through open coding, allowed the classification of the mental models as Molecules as Dynamic (MAD), Bonds as Dynamic (BAD),…
Descriptors: Organic Chemistry, Spectroscopy, Schemata (Cognition), Molecular Structure
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Dunlop, Lynda; Hodgson, Annie; Stubbs, Joshua Edward – Chemistry Education Research and Practice, 2020
Much attention is given to student satisfaction in higher education, driven in the UK by accountability mechanisms such as the National Student Survey (NSS) and the Teaching Excellence Framework (TEF). However satisfaction is both limited and limiting, depending on students' expectations and often associated with the avoidance of difficulty and…
Descriptors: Capacity Building, Science Education, Chemistry, Philosophy
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Hosbein, Kathryn N.; Barbera, Jack – Chemistry Education Research and Practice, 2020
Identity has been theorized to aid in student persistence within STEM disciplines. In this study, science and chemistry identity were defined as being recognized as a science or chemistry person within the classroom. To generalize the effects that identity has on student persistence, a measurable construct must be defined, operationalized, and…
Descriptors: Identification (Psychology), Sciences, Chemistry, Academic Persistence
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Dood, Amber J.; Dood, John C.; Cruz-Ramírez de Arellano, Daniel; Fields, Kimberly B.; Raker, Jeffrey R. – Chemistry Education Research and Practice, 2020
Assessments that aim to evaluate student understanding of chemical reactions and reaction mechanisms should ask students to construct written or oral explanations of mechanistic representations; students can reproduce pictorial mechanism representations with minimal understanding of the meaning of the representations. Grading such assessments is…
Descriptors: Chemistry, Student Evaluation, Regression (Statistics), Logical Thinking
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Danczak, Stephen M.; Thompson, Christopher D.; Overton, Tina L. – Chemistry Education Research and Practice, 2020
The importance of developing and assessing student critical thinking at university can be seen through its inclusion as a graduate attribute for universities and from research highlighting the value employers, educators and students place on demonstrating critical thinking skills. Critical thinking skills are seldom explicitly assessed at…
Descriptors: Critical Thinking, Thinking Skills, Cognitive Tests, Test Construction
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Ross, James; Guerra, Evelyn; Gonzalez-Ramos, Sheila – Chemistry Education Research and Practice, 2020
There are numerous influential factors contributing to students' successful learning in introductory chemistry courses. One popularized factor is mathematical preparedness as gauged by a prerequisite mathematics grade or a standardized exam score. Less well known factors are students' attitude toward the subject of chemistry or students'…
Descriptors: Learner Engagement, Science Achievement, Chemistry, Introductory Courses
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Smith, K. Christopher; Alonso, Valeria – Chemistry Education Research and Practice, 2020
In this study a survey was developed to investigate students' engagement during general chemistry laboratory sessions. Aspects of engagement surveyed included cognitive, behavioral, and emotional engagement, and the survey items were focused on activities during the pre-laboratory introduction, laboratory procedures, and data collection.…
Descriptors: Learner Engagement, Undergraduate Students, Chemistry, Science Laboratories
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Keiner, Liz; Graulich, Nicole – Chemistry Education Research and Practice, 2020
Chemists refer to chemical phenomena on different representational levels--macroscopic, symbolic, and submicroscopic--which are directly related and connected to each other. Especially in the laboratory, students have to reason about various mechanistic features at the submicroscopic level and connect them in a meaningful way to make sense of the…
Descriptors: Science Instruction, Organic Chemistry, Science Laboratories, Preservice Teachers
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Talbert, Lance E.; Bonner, James; Mortezaei, Kiana; Guregyan, Cybill; Henbest, Grace; Eichler, Jack F. – Chemistry Education Research and Practice, 2020
In an effort to improve student conceptual understanding and help students better connect pre-existing knowledge to new ideas, a concept map assignment was implemented in a first-year college level general chemistry course. This implementation included a quasi-experiment that was carried out in discussion group recitation sections within a…
Descriptors: Concept Mapping, Chemistry, Science Instruction, Large Group Instruction
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Williamson, Vickie M.; Walker, Deborah Rush; Chuu, Eric; Broadway, Susan; Mamiya, Blain; Powell, Cynthia B.; Shelton, G. Robert; Weber, Rebecca; Dabney, Alan R.; Mason, Diana – Chemistry Education Research and Practice, 2020
First-semester general chemistry is a known "gatekeeper" course due to its high failure rate. These higher education courses are taken by students who for the most part are regularly admitted freshmen, yet many struggle to succeed. In this investigation researchers from six higher-education institutions of varied sizes with student…
Descriptors: Arithmetic, Mathematics Skills, College Science, Science Achievement
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