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Showing 151 to 165 of 712 results Save | Export
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Frohock, Bram H.; Winterrowd, Samantha T.; Gallardo-Williams, Maria T. – Chemistry Education Research and Practice, 2018
Students in a large introductory organic chemistry class were given the freedom to choose an organic compound of interest and were challenged to develop an educational object (physical or digital) designed to be shared with the broader public via social media. Analysis of the project results shows that most students appreciated the open nature of…
Descriptors: Introductory Courses, Organic Chemistry, College Science, Student Projects
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Komperda, Regis; Hosbein, Kathryn N.; Barbera, Jack – Chemistry Education Research and Practice, 2018
Increased understanding of the importance of the affective domain in chemistry education research has led to the development and adaptation of instruments to measure chemistry-specific affective traits, including motivation. Many of these instruments are adapted from other fields by using the word "chemistry" in place of other…
Descriptors: Chemistry, Affective Measures, Student Motivation, Majors (Students)
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Yan, Yaw Kai; Subramaniam, R. – Chemistry Education Research and Practice, 2018
This study focused on grade 12 students' understanding of reaction kinetics. A 4-tier diagnostic instrument was developed for this purpose and administered to 137 students in the main study. Findings showed that reaction kinetics is a difficult topic for these students, with a total of 25 alternative conceptions (ACs) being uncovered. Except for…
Descriptors: Diagnostic Tests, Kinetics, Grade 12, Chemistry
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Liu, Yujuan; Raker, Jeffrey R.; Lewis, Jennifer E. – Chemistry Education Research and Practice, 2018
Academic Motivation Scale-Chemistry (AMS-Chemistry), an instrument based on the self-determination theory, was used to evaluate students' motivation in two organic chemistry courses, where one course was primarily lecture-based and the other implemented flipped classroom and peer-led team learning (Flip-PLTL) pedagogies. Descriptive statistics…
Descriptors: Student Motivation, Organic Chemistry, Blended Learning, Learning Motivation
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Hrin, Tamara; Milenkovic, Dušica; Segedinac, Mirjana – Chemistry Education Research and Practice, 2018
The importance of well elaborated cognitive structures in a science knowledge domain has been noted in many studies. Therefore, the main aim of this particular study was to employ a new diagrammatic assessment approach, students' generated systemic synthesis questions (SSynQs), to evaluate and compare the quality of high school students' and…
Descriptors: Foreign Countries, High School Students, Preservice Teachers, Cognitive Structures
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Akin, Fatma Nur; Uzuntiryaki-Kondakci, Esen – Chemistry Education Research and Practice, 2018
We examined the interactions among pedagogical content knowledge (PCK) components of novice and experienced chemistry teachers in teaching reaction rate and chemical equilibrium topics in this qualitative multiple-case design study. For this aim, three chemistry teachers who had different levels of teaching experience in chemistry teaching were…
Descriptors: Pedagogical Content Knowledge, Chemistry, Science Instruction, Science Teachers
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Boothe, J. R.; Barnard, R. A.; Peterson, L. J.; Coppola, B. P. – Chemistry Education Research and Practice, 2018
Use of peer instruction and facilitation has surged in undergraduate education at large colleges and universities in recent years. Studies on peer instruction have been directed primarily at student learning gains and affective outcomes among the facilitators. For peer instructors, the relationship between their teaching effectiveness and their…
Descriptors: Pedagogical Content Knowledge, Teacher Effectiveness, Undergraduate Students, Peer Teaching
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Cetin-Dindar, Ayla; Boz, Yezdan; Sonmez, Demet Yildiran; Celep, Nilgun Demirci – Chemistry Education Research and Practice, 2018
In this study, a mixed-method design was employed to investigate pre-service chemistry teachers' Technological Pedagogical Content Knowledge (TPACK) development. For effective technology integration in instruction, knowledge about technology is not enough; teachers should have different knowledge types which are content, pedagogical, and…
Descriptors: Pedagogical Content Knowledge, Science Teachers, Chemistry, Technological Literacy
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Benny, Naama; Blonder, Ron – Chemistry Education Research and Practice, 2018
Regular high-school chemistry teachers view gifted students as one of several types of students in a regular (mixed-ability) classroom. Gifted students have a range of unique abilities that characterize their learning process: mostly they differ in three key learning aspects: their faster learning pace, increased depth of understanding, and…
Descriptors: Chemistry, Science Teachers, Teacher Student Relationship, Academically Gifted
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Willson-Conrad, Angela; Kowalske, Megan Grunert – Chemistry Education Research and Practice, 2018
Retention of students who major in STEM continues to be a major concern for universities. Many students cite poor teaching and disappointing grades as reasons for dropping out of STEM courses. Current college chemistry courses often assess what a student has learned through summative exams. To understand students' experiences of the exam process,…
Descriptors: Self Efficacy, Beliefs, Chemistry, Science Instruction
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Caspari, I.; Weinrich, M. L.; Sevian, H.; Graulich, N. – Chemistry Education Research and Practice, 2018
If an organic chemistry student explains that she represents a mechanistic step because ''it's a productive part of the mechanism,'' what meaning could the professor teaching the class attribute to this statement, what is actually communicated, and what does it mean for the student? The professor might think that the explanation is based on…
Descriptors: Organic Chemistry, Abstract Reasoning, Science Process Skills, Scientific Attitudes
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Brandriet, Alexandra; Rupp, Charlie A.; Lazenby, Katherine; Becker, Nicole M. – Chemistry Education Research and Practice, 2018
Analyzing and interpreting data is an important science practice that contributes toward the construction of models from data; yet, there is evidence that students may struggle with making meaning of data. The study reported here focused on characterizing students' approaches to analyzing rate and concentration data in the context of method of…
Descriptors: Mathematical Models, Multivariate Analysis, Qualitative Research, Introductory Courses
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Mutambuki, Jacinta M.; Schwartz, Renee – Chemistry Education Research and Practice, 2018
This study investigated the implementation of best teaching practices by science graduate teaching assistants [GTAs] (3 chemists and 2 biologists) in five inquiry-based, interdisciplinary chemistry-biology experiments during a six-week professional development (PD) program, Engage PD. Additionally, we examined GTAs' experiences in implementing…
Descriptors: Professional Training, Faculty Development, Models, Teaching Methods
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Vincent-Ruz, Paulette; Binning, Kevin; Schunn, Christian D.; Grabowski, Joe – Chemistry Education Research and Practice, 2018
In chemistry, lack of academic preparation and math ability have been offered as explanations as to why women seem to enroll, perform, and graduate at lower levels than men. In this paper, we explore the alternative possibility that the gender gap in chemistry instead originates from differential gender effects of academic factors on students'…
Descriptors: Science Instruction, Females, Chemistry, Sciences
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Ryoo, Kihyun; Toutkoushian, Emily; Bedell, Kristin – Chemistry Education Research and Practice, 2018
Energy and matter are fundamental, yet challenging concepts in middle school chemistry due to their abstract, unobservable nature. Although it is important for science teachers to elicit a range of students' ideas to design and revise their instruction, capturing such varied ideas using traditional assessments consisting of multiple-choice items…
Descriptors: Energy, Scientific Concepts, Chemistry, Middle School Students
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