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Showing 106 to 120 of 240 results Save | Export
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Vladušic, Roko; Bucat, Robert; Ožic, Mia – Chemistry Education Research and Practice, 2016
This article reports on a study conducted in Croatia on students' understanding of scientific words and representations, as well as everyday words used in chemistry teaching. A total of 82 undergraduate chemistry students and 36 pre-service chemistry teachers from the Faculty of Science, University of Split, were involved. Students' understanding…
Descriptors: Foreign Countries, Chemistry, College Science, Vocabulary
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Current, Kelley; Kowalske, Megan Grunert – Chemistry Education Research and Practice, 2016
There has been increased interest in the transformation of post-secondary level instructional practices in STEM from more traditional to evidence-based practices that are more aligned with how learning occurs. Research has shown that instructional practices are linked to student learning outcomes even when content is unchanged; therefore,…
Descriptors: Teaching Methods, Chemistry, Teaching Assistants, Graduate Students
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Cink, Ruth B.; Song, Youngjin – Chemistry Education Research and Practice, 2016
This multiple case study investigated how college students with diverse ethno-linguistic backgrounds used chemistry vocabulary as a way to look at their discursive identities and cultural border crossings during first semester general chemistry laboratories. The data were collected in two major forms: video-taped laboratory observations and…
Descriptors: Vocabulary, Language Usage, Chemistry, Science Laboratories
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Reid, Scott A. – Chemistry Education Research and Practice, 2016
The flipped classroom continues to attract significant attention in higher education. Building upon our recent parallel controlled study of the flipped classroom in a second-term general chemistry course ("J. Chem. Educ.," 2016, 93, 13-23), here we report on a redesign of the flipped course aimed at scaling up total enrollment while…
Descriptors: Science Instruction, College Science, Blended Learning, Technology Uses in Education
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Galloway, Kelli R.; Bretz, Stacey Lowery – Chemistry Education Research and Practice, 2016
A series of quantitative studies investigated undergraduate students' perceptions of their cognitive and affective learning in the undergraduate chemistry laboratory. To explore these quantitative findings, a qualitative research protocol was developed to characterize student learning in the undergraduate chemistry laboratory. Students (N = 13)…
Descriptors: Science Instruction, College Science, Chemistry, Science Laboratories
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Kostic, V. Dj.; Jovanovic, V. P. Stankov; Sekulic, T. M.; Takaci, Dj. B. – Chemistry Education Research and Practice, 2016
Problem solving in the field of quantitative composition of solutions (QCS), expressed as mass share and molar concentration, is essential for chemistry students. Since successful chemistry education is based on different mathematical contents, it is important to be proficient in both mathematical and chemistry concepts as well as interconnections…
Descriptors: Problem Solving, Chemistry, Science Instruction, Mathematical Concepts
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Shahani, Vijay M.; Jenkinson, Jodie – Chemistry Education Research and Practice, 2016
We explored analogies used for introducing students to the concept of potential energy wells. Two analogy systems were developed, a spring system and a novel system consisting of electrostatic spheres. These two, distinct analogies were housed within an interactive tool that allowed students to manipulate the analogous systems and witness changes…
Descriptors: Chemistry, Undergraduate Students, College Science, Science Instruction
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Feldman-Maggor, Yael; Rom, Amira; Tuvi-Arad, Inbal – Chemistry Education Research and Practice, 2016
This study examines chemistry lecturers' considerations for using open educational resources (OER) in their teaching. Recent technological developments provide innovative approaches for teaching chemistry and visualizing chemical phenomena. End users' improved ability to upload information online enables integration of various pedagogical models…
Descriptors: Chemistry, Science Instruction, Open Education, Educational Resources
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Vishnumolakala, Venkat Rao; Southam, Daniel C.; Treagust, David F.; Mocerino, Mauro – Chemistry Education Research and Practice, 2016
Pedagogical practitioners who emphasise active learning in undergraduate chemistry courses widely use the Student Assessment of Learning Gains (SALG) instrument to measure students' perceptions of their gains in knowledge and skills in chemistry. Although numerous studies have reported SALG results in support of successful pedagogical…
Descriptors: Chemistry, Science Instruction, College Science, Student Attitudes
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Irby, Stefan M.; Phu, Andy L.; Borda, Emily J.; Haskell, Todd R.; Steed, Nicole; Meyer, Zachary – Chemistry Education Research and Practice, 2016
There is much agreement among chemical education researchers that expertise in chemistry depends in part on the ability to coordinate understanding of phenomena on three levels: macroscopic (observable), sub-microscopic (atoms, molecules, and ions) and symbolic (chemical equations, graphs, etc.). We hypothesize this "level-coordination…
Descriptors: Chemistry, Formative Evaluation, Graduate Students, College Students
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Nyachwaya, James M. – Chemistry Education Research and Practice, 2016
The objective of this study was to examine college general chemistry students' conceptual understanding and language fluency in the context of the topic of acids and bases. 115 students worked in groups of 2-4 to complete an activity on conductometry, where they were given a scenario in which a titration of sodium hydroxide solution and dilute…
Descriptors: Chemistry, Concept Formation, Language Fluency, College Students
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Darlington, Ellie; Bowyer, Jessica – Chemistry Education Research and Practice, 2016
332 undergraduate chemistry students were surveyed in order to establish whether they had found A-level Mathematics and/or Further Mathematics to be good preparation for their degree. Perceptions of both subjects were found to be positive, with more than 80% of participants describing Mathematics or Further Mathematics as good preparation. In…
Descriptors: Undergraduate Students, Chemistry, Science Instruction, Student Surveys
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Seery, Michael K. – Chemistry Education Research and Practice, 2015
Flipped learning has grown in popularity in recent years as a mechanism of incorporating an active learning environment in classrooms and lecture halls. There has been an increasing number of reports for flipped learning in chemistry at higher education institutions. The purpose of this review is to survey these reports with a view to examining…
Descriptors: College Science, Chemistry, Science Instruction, Homework
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Wheeler, Lindsay B.; Maeng, Jennifer L.; Whitworth, Brooke A. – Chemistry Education Research and Practice, 2015
The purpose of this qualitative investigation was to better understand teaching assistants' (TAs') perceptions of training in a guided inquiry undergraduate general chemistry laboratory context. The training was developed using existing TA training literature and informed by situated learning theory. TAs engaged in training prior to teaching (~25…
Descriptors: Qualitative Research, Teaching Assistants, Inquiry, Undergraduate Study
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Galloway, Kyle W.; Burns, Simon – Chemistry Education Research and Practice, 2015
To support our students during their study and exam preparation we have developed a novel synoptic revision exercise using the online PeerWise system. Academic staff involvement was passive after introducing the assignment to the cohort via scaffolding activities, thus generating an entirely student-led peer-learning environment for the task.…
Descriptors: Science Instruction, Peer Teaching, Teaching Methods, Learner Engagement
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