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Ekiz-Kiran, Betul; Boz, Yezdan – Chemistry Education Research and Practice, 2020
The purpose of this study was to examine the interactions between in-service chemistry teachers' science teaching orientations and other components of their pedagogical content knowledge (PCK). Two experienced chemistry teachers participated in this study. Data were collected through interviews, classroom observations, and field notes as the…
Descriptors: Science Teachers, Pedagogical Content Knowledge, Chemistry, Experienced Teachers
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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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Rüschenpöhler, Lilith; Markic, Silvija – Chemistry Education Research and Practice, 2020
Research has shown that students' science capital has a large impact on their science aspirations and their development of science identities. In this study, we apply the notion of science capital to chemistry education in order to investigate how students make use of science capital in the field of chemistry. We define chemistry capital as a…
Descriptors: Science Instruction, Chemistry, Secondary School Students, Family Influence
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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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Zowada, Christian; Frerichs, Nadja; Zuin, Vania Gomes; Eilks, Ingo – Chemistry Education Research and Practice, 2020
The debate on the use of pesticides is very current in the public media when it comes to topics such as organic farming, bee mortality, and the use of glyphosate. The broad range of pesticide applications and their potential environmental impact makes pesticides an interesting topic for science education in general and for chemistry teaching in…
Descriptors: Lesson Plans, Science Instruction, Chemistry, Sustainability
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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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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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Szalay, L.; Toth, Z.; Kiss, E. – Chemistry Education Research and Practice, 2020
The results of an earlier empirical research study on modifying 'step-by-step' instructions to practical activities requiring one or more steps of the experiments to be designed by students initiated a longitudinal study to investigate the effectiveness of the approach for younger students and over a period of time. The longitudinal study that…
Descriptors: Research Design, Scientific Research, Science Experiments, Foreign Countries
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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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Nennig, Hannah T.; Idárraga, Katrina L.; Salzer, Luke D.; Bleske-Rechek, April; Theisen, Roslyn M. – Chemistry Education Research and Practice, 2020
Despite recent interest in online learning, systematic comparisons of online learning environments with traditional classroom environments are limited, particularly in the sciences. Here, we report on a systematic comparison of an online and face-to-face classroom for a sophomore-level, lecture-only introductory inorganic chemistry course that is…
Descriptors: Inorganic Chemistry, Science Instruction, Student Attitudes, Online Courses
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Duffy, Erin M.; Cooper, Melanie M. – Chemistry Education Research and Practice, 2020
Inquiry-style laboratory courses, in which students engage in open-ended projects rather than a prescribed set of experimental steps ("cookbooks"), are becoming increasingly popular at the undergraduate level. Reformed curricula require reforms in training teachers; in the case of large universities, laboratory instructors are typically…
Descriptors: Science Instruction, Teaching Methods, Chemistry, Science Laboratories
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Partanen, Lauri – Chemistry Education Research and Practice, 2020
This paper represents the second contribution from an action research study on a bachelor-level quantum chemistry and spectroscopy course. In the proposed instructional model, active learning principles are extended outside lectures to form a student-centred course structure. The new model resulted in superior learning outcomes compared to a class…
Descriptors: Science Instruction, Teaching Methods, Student Centered Learning, Student Motivation
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Ralph, Vanessa R.; Lewis, Scott E. – Chemistry Education Research and Practice, 2020
The methodological limitations education researchers face in the evaluation of reformed instruction have led to debates as to the evidence advancing evidence-based practices. To conduct more effective research, methodological pluralism in the evaluation of educational reforms can be used to complement the strengths and limitations of a corpus of…
Descriptors: Evidence Based Practice, Educational Change, Chemistry, Science Instruction
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