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Childs, Peter E. – Chemistry Education Research and Practice, 2009
Despite several decades of research into the teaching and learning of Science/Chemistry, at both secondary and tertiary level, it has had relatively little impact on practice. In many countries interest in studying Science at school and university is falling, and there is concern over falling numbers and falling standards. There is a changing…
Descriptors: Chemistry, Science Education, Educational Improvement, Research and Development
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Childs, Peter E.; Sheehan, Maria – Chemistry Education Research and Practice, 2009
This semi-longitudinal investigation identified the chemistry topics that the majority of Irish chemistry pupils/students find difficult, from Junior Certificate level (age 15/16 years) right the way through to University level (age 18+). Pupils/students completed a five point, Likert-type questionnaire listing the topics covered in the different…
Descriptors: Chemistry, Secondary School Science, College Science, Scientific Concepts
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Mumba, Frackson; Hunter, William J. F. – Chemistry Education Research and Practice, 2009
The purpose of this study was to find out how the scientific literacy themes are represented in the current Zambian high school chemistry syllabus, textbooks and grade twelve chemistry examination papers in an attempt to find out whether or not the chemistry course has adequate potential to contribute to the preparation of scientifically literate…
Descriptors: Scientific Literacy, Chemistry, High Schools, Secondary School Science
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Seery, Michael K. – Chemistry Education Research and Practice, 2009
This paper examines the role of prior knowledge in first year performance of undergraduate chemistry, considering specifically the context of general student aptitude. Statistical testing shows that there were significant differences between the mean scores of students who have and those who have not prior knowledge of chemistry in semester tests…
Descriptors: Science Achievement, Prior Learning, Prediction, Chemistry
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Niaz, Mansoor; Costu, Bayram – Chemistry Education Research and Practice, 2009
Research in science education has recognized the importance of teaching atomic structure within a history and philosophy of science perspective. The objective of this study is to evaluate general chemistry textbooks published in Turkey based on the eight criteria developed in previous research. Criteria used referred to the atomic models of…
Descriptors: Textbooks, Nuclear Physics, Chemistry, Foreign Countries
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Demircioglu, Hulya; Demircioglu, Gokhan; Calik, Muammar – Chemistry Education Research and Practice, 2009
We investigated the effect of the context-based approach on 9th grade students' conceptions of the Periodic Table. Within a nonequivalent pretest-posttest control group design the study was conducted with 80 grade 9 students (aged 15-16) drawn from two classes (39 and 41 students) in a high school in Turkey. The experimental group was exposed to…
Descriptors: Chemistry, Grade 9, High School Students, Secondary School Science
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Schmidt, Hans-Jurgen; Kaufmann, Birgit; Treagust, David F. – Chemistry Education Research and Practice, 2009
In introductory chemistry courses students are presented with the model that matter is composed of particles, and that weak forces of attraction exist between them. This model is used to interpret phenomena such as solubility and melting points, and aids in understanding the changes in states of matter as opposed to chemical reactions. We…
Descriptors: Molecular Structure, Models, Scientific Concepts, Scientific Principles
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Pinarbasi, Tacettin; Sozbilir, Mustafa; Canpolat, Nurtac – Chemistry Education Research and Practice, 2009
This study aimed at identifying prospective chemistry teachers' misconceptions of colligative properties. In order to fulfill this aim, a diagnostic test composed of four open-ended questions was used. The test was administered to seventy-eight prospective chemistry teachers just before qualifying to teaching in secondary schools. Nine different…
Descriptors: Chemistry, Knowledge Base for Teaching, Misconceptions, Scientific Concepts
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Devetak, Iztok; Lorber, Erna Drofenik; Jurisevic, Mojca; Glazar, Sasa A. – Chemistry Education Research and Practice, 2009
This study explored the differences between eight-year elementary school pupils (before the curriculum reform) and nine-year elementary school pupils (soon after the curriculum reform) in Slovenia, as regards specific chemistry knowledge and motivation to learn chemistry. Altogether, 191 elementary school pupils participated in the study. The…
Descriptors: Elementary School Students, Elementary School Science, Chemistry, Science Education
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Bruck, Aaron D.; Towns, Marcy H. – Chemistry Education Research and Practice, 2009
General Chemistry lecture questions used in an electronic classroom response system (CRS) were analyzed using three theoretical frameworks and the pedagogical context in which they were presented. The analytical lenses included whether students were allowed to collaborate, Bloom's Taxonomy, a framework developed by Robinson and Nurrenbern, and an…
Descriptors: Chemistry, Science Instruction, College Science, Undergraduate Students
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Toplis, Rob – Chemistry Education Research and Practice, 2008
This paper reports case study research into the knowledge and understanding of chemistry for six secondary science student teachers. It combines innovative student-generated computer animations, using "ChemSense" software, with interviews to probe understanding of four common chemical processes used in the secondary school curriculum. Findings…
Descriptors: Student Teachers, Prior Learning, Chemistry, Computer Software
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Cooper, Melanie M.; Sandi-Urena, Santiago; Stevens, Ron – Chemistry Education Research and Practice, 2008
Metacognition is fundamental in achieving understanding of chemistry and developing of problem solving skills. This paper describes an across-method-and-time instrument designed to assess the use of metacognition in chemistry problem solving. This multi method instrument combines a self report, namely the Metacognitive Activities Inventory…
Descriptors: Chemistry, Problem Solving, Metacognition, Skill Development
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Williams, Neil A.; Bland, Will; Christie, Gillian – Chemistry Education Research and Practice, 2008
A blended learning approach to the teaching of a level 2 inorganic chemistry module is presented. Lectures were replaced by study packs, which were supported by formative on-line assessment delivered via Blackboard and a programme of 20 workshops. Learning activities written using the Lockwood format were included in the study pack to facilitate…
Descriptors: Feedback (Response), Science Instruction, Inorganic Chemistry, Active Learning
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Overton, Tina; Potter, Nicholas – Chemistry Education Research and Practice, 2008
Problem solving is an essential skill for undergraduate chemists to acquire. Many problem solving activities encountered on undergraduate programmes are algorithmic, and require lower order cognitive skills to be applied in order to reach a solution. We have developed a number of open-ended problems that use a real life context and require the…
Descriptors: Cognitive Style, Problem Solving, Chemistry, Undergraduate Students
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Bhattacharyya, Gautam – Chemistry Education Research and Practice, 2008
This paper presents a model of the epistemic development of organic chemists from student to practitioner. Key features of this model suggest that individuals first learn the language of organic chemistry, followed by the heuristics. Deep conceptual understanding of the concepts and models of organic chemistry does not occur until individuals…
Descriptors: Organic Chemistry, Professional Personnel, Professional Development, Professional Recognition
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