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Lu, Huanhuan; Jiang, Yanxia; Bi, Hualin – Chemistry Education Research and Practice, 2020
The galvanic cell is a basic concept in electrochemistry. To assess mainland Chinese students' proficiency levels in galvanic cells, the Galvanic Cell Proficiency Level Assessment (GCPA) was developed based on the Rasch model. The GCPA was developed through a pilot test and consists of seven multiple-choice questions and four open questions. The…
Descriptors: Measurement Techniques, Science Instruction, High School Students, Grade 11
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Watson, Sandy White; Dubrovskiy, Anton V.; Peters, Michelle L. – Chemistry Education Research and Practice, 2020
The purpose of this quasi-experimental non-equivalent pretest posttest control group research was to determine whether or not the use of a collaborative pH computer simulation has an impact on the knowledge, confidence, and conceptual understanding of fundamental pH concepts for undergraduate Chemistry II students. A purposeful sample of 59…
Descriptors: Chemistry, Science Instruction, Comparative Analysis, Undergraduate Students
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Carle, Myriam S.; Visser, Rebecca; Flynn, Alison B. – Chemistry Education Research and Practice, 2020
We developed an online learning module called ''Organic Mechanisms: Mastering the Arrows'' to help students learn part of organic chemistry's language--the electron-pushing formalism. The module guides students to learn and practice the electron-pushing formalism using a combination of interactive videos, questions with instant feedback, and…
Descriptors: Science Instruction, Organic Chemistry, Open Educational Resources, Pretests Posttests
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Beck, Jordan P.; Muniz, Marc N.; Crickmore, Cassidy; Sizemore, Logan – Chemistry Education Research and Practice, 2020
Models that are used to predict and explain phenomena related to molecular vibration and rotation are ubiquitous in physical chemistry, and are of importance in many related fields. Yet, little work has been done to characterize student use and application of these models. We describe the results of a multi-year, multi-institutional qualitative…
Descriptors: Chemistry, Models, Science Instruction, Prediction
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Avargil, Shirly; Kohen, Zehavit; Dori, Yehudit Judy – Chemistry Education Research and Practice, 2020
In many countries, the choice of a STEM career, especially in chemistry, is decreasing. A shortage of appropriately skilled workers can become a threat to any country's future achievements. Our research strives to understand behavioral trends and career choice factors related to personal and environmental themes. Building on the foundations of the…
Descriptors: Educational Trends, Chemistry, Majors (Students), Career Choice
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Gallardo-Williams, Maria; Morsch, Layne A.; Paye, Ciana; Seery, Michael K. – Chemistry Education Research and Practice, 2020
Student-generated videos are growing in popularity in education generally, and in chemistry education there are several reports emerging on their use in practice. Interest in their use in chemistry is grounded in the visual nature of chemistry, the role of laboratory work in chemistry, and a desire to enhance digital literacy skills. In this…
Descriptors: Chemistry, Science Instruction, Teaching Methods, Video Technology
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Flaherty, A. A. – Chemistry Education Research and Practice, 2020
Organic Chemistry, Life, the Universe and Everything (OCLUE) is an undergraduate lecture-based organic chemistry course that has been transformed in line with the vision for science education set out by the 'Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas' (National Research Council, 2012). OCLUE is designed…
Descriptors: Organic Chemistry, College Science, Undergraduate Study, Science Education
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Rodríguez-Becerra, Jorge; Cáceres-Jensen, Lizethly; Díaz, Tatiana; Sofía Druker; Padilla, Víctor Bahamonde; Pernaa, Johannes; Aksela, Maija – Chemistry Education Research and Practice, 2020
The purpose of this descriptive case study was to develop pre-service chemistry teachers' Technological Pedagogical Science Knowledge (TPASK) through novel computational chemistry modules. The study consisted of two phases starting with designing a computational chemistry based learning environment followed by a case study where students'…
Descriptors: Preservice Teachers, Pedagogical Content Knowledge, Technological Literacy, Science Teachers
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Bongers, Amanda; Beauvoir, Berthorie; Streja, Nicholas; Northof, Georg; Flynn, Alison B. – Chemistry Education Research and Practice, 2020
In chemistry, novices and experts use mental models to simulate and reason about sub-microscopic processes. Animations are thus important tools for learning in chemistry to convey reaction dynamics and molecular motion. While there are many animations available and studies showing the benefit of learning from animations, there are also limitations…
Descriptors: Science Instruction, Schemata (Cognition), Scientific Concepts, Animation
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Carle, Myriam S.; Flynn, Alison B. – Chemistry Education Research and Practice, 2020
The concept of delocalization (i.e., resonance) is fundamental concept in organic chemistry but essential learning outcomes (LOs) have not previously been proposed nor has there been an analysis of how resonance is taught, despite indications in the literature that students have many non-canonical ideas about the concepts. To address this deficit,…
Descriptors: Science Instruction, Organic Chemistry, Scientific Concepts, Teaching Methods
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Eitemüller, Carolin; Habig, Sebastian – Chemistry Education Research and Practice, 2020
Preparatory or bridging courses are widespread and have a long tradition at universities. They are designed to increase students' academic success -- in particular of students with low prior knowledge -- and to reduce dropout rates. However, critics of these short and compact bridging courses complain that preparatory courses are not able to fill…
Descriptors: Science Instruction, College Science, Chemistry, Transitional Programs
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Popova, Maia; Shi, Lu; Harshman, Jordan; Kraft, Annika; Stains, Marilyne – Chemistry Education Research and Practice, 2020
In this era of instructional transformation of Science, Technology, Engineering, and Mathematics (STEM) courses at the postsecondary level in the United States, the focus has been on educating science faculty about evidence-based instructional practices, i.e. practices that have been empirically proven to enhance student learning outcomes. The…
Descriptors: College Faculty, Science Teachers, Chemistry, Academic Rank (Professional)
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Rodriguez, Jon-Marc G.; Stricker, Avery R.; Becker, Nicole M. – Chemistry Education Research and Practice, 2020
Explanations of phenomena in chemistry are grounded in discussions of particulate-level behavior, but there are limitations to focusing on single particles, or as an extension, viewing a group of particles as displaying uniform behavior. More sophisticated models of physical processes evoke considerations related to the dynamic nature of bulk…
Descriptors: Science Instruction, Chemistry, Undergraduate Students, College Science
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Keiner, Liz; Graulich, Nicole; Gottlich, Richard; Pietzner, Verena – Chemistry Education Research and Practice, 2020
Creativity has become an increasingly important competence in today's rapidly changing times. It is a central aspect of social development, but it is hardly discussed in schools and often neglected in the natural sciences. In order to promote creativity in science teaching in a targeted way, it is important to understand the perspectives and views…
Descriptors: Creativity, Science Instruction, Preservice Teachers, Foreign Countries
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Upahi, Johnson Enero; Ramnarain, Umesh – Chemistry Education Research and Practice, 2019
The difficulties encountered by students in learning chemistry range from human factors to the intrinsic nature of chemistry. To enhance students' understanding of chemistry, there is a wide consensus within the community of chemistry educators on the importance of and need to integrate different levels of representations in chemistry teaching and…
Descriptors: Chemistry, Science Instruction, Secondary School Science, Textbooks
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