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Quan-Thanh Huynh; Yu-Chuan Yang – Chemistry Education Research and Practice, 2024
Numerous studies have proven the learning benefits of concept maps in science subjects, particularly for students with low prior knowledge. There is a scarcity of research dedicated to the examination of chemistry courses at the university level, and the findings pertaining to academic performance in that subject exhibit a lack of consistency.…
Descriptors: Prior Learning, Concept Mapping, Chemistry, Science Instruction
Brayan Diaz; Arie Aizman – Chemistry Education Research and Practice, 2024
The paper presents the design and evaluation of a voluntary online introductory stoichiometry (VOIS) course aimed at facilitating the transition from secondary to higher education. The course utilized simple analogies and adaptive feedback through a formative scaffolding assessment. The study assessed the effectiveness of the VOIS course through…
Descriptors: Stoichiometry, Chemistry, Science Instruction, Online Courses
Julie Hyde; James S. Wright; Andi Xie – Chemistry Education Research and Practice, 2024
An investigation was carried out into laboratory practical skills development and students' specific challenges in transition from laboratory chemistry at Chinese High School (HS) to a fully English style university laboratory course. To the best of our knowledge this is the first study of its type investigating practical laboratory skills for a…
Descriptors: Chemistry, Science Instruction, Laboratory Experiments, High School Students
Sofie Ye; Maja Elmgren; Magnus Jacobsson; Felix M. Ho – Chemistry Education Research and Practice, 2024
Problem solving in chemical kinetics poses substantial challenges for university students since it often involves significant use of mathematics as a tool and language, with challenging translations and transitions between chemical phenomena and mathematical representations. In this paper, we present key findings from a study investigating…
Descriptors: Problem Solving, Chemistry, Kinetics, Mathematics
Lauri J. Partanen; Liisa Myyry; Henna Asikainen – Chemistry Education Research and Practice, 2024
We explored chemical engineering students' approaches to learning, study-related burnout, and perceptions of peer and self-assessment in a challenging physical chemistry thermodynamics course. Cluster analysis revealed three learning profiles based on students' approaches to learning: students who scored high in both organised studying and the…
Descriptors: Chemistry, Burnout, Peer Evaluation, Self Evaluation (Individuals)
Wanda M. Valsecchi; Jose M. Delfino; Javier Santos; Santiago E. Faraj – Chemistry Education Research and Practice, 2024
When teaching STEM courses, it is important to introduce state-of-the-art techniques. Students need to learn how to conduct experiments, analyse data and choose the most effective approaches to address meaningful situations. Here we present the assessment of the implementation of a structured inquiry-based activity aimed at teaching students about…
Descriptors: Problem Based Learning, Learning Activities, Inquiry, Skill Development
Finne, Laura Teinholt; Gammelgaard, Bente; Christiansen, Frederik Voetmann – Chemistry Education Research and Practice, 2023
In the undergraduate student laboratory teaching, one of the most common goals is developing improved conceptual understanding linking theory and practice. This study presents a phenomenographic analysis of pharmacy students' conceptions of the theory--practice relation in the laboratory. Through semi-structured interviews with pharmacy students…
Descriptors: Chemistry, Pharmaceutical Education, Undergraduate Students, Science Instruction
Kranz, David; Schween, Michael; Graulich, Nicole – Chemistry Education Research and Practice, 2023
Reaction mechanisms are a core component of organic chemistry. Being able to handle these mechanisms is a central skill for students in this discipline. Diagnosing and fostering mechanistic reasoning is hence an important branch of chemistry education research. When it comes to reasoning about mechanisms, students often experience difficulties…
Descriptors: Organic Chemistry, Science Instruction, Scaffolding (Teaching Technique), Thinking Skills
Xu, Yufeng; Liu, Huinan; Chen, Bo; Huang, Sihui; Zhong, Chongyu – Chemistry Education Research and Practice, 2023
Scientific methods have received widespread attention in recent years. Based on the analytical framework derived from Brandon's matrix consisting of four categories of scientific methods, this paper aims to conduct a content analysis to examine how the diversity of scientific methods is represented in college entrance chemistry examination papers…
Descriptors: College Entrance Examinations, Chemistry, Scientific Methodology, Test Items
Oztay, Elif Selcan; Ekiz-Kiran, Betul; Boz, Yezdan – Chemistry Education Research and Practice, 2023
This study aimed to capture the development of interaction among the components of pre-service chemistry teachers' enacted PCK throughout the school experience course. Data were collected from four pre-service teachers using content representation (CoRe), observations, field notes, and semi-structured interviews. Secondary analysis was conducted…
Descriptors: Preservice Teachers, Science Teachers, Chemistry, Pedagogical Content Knowledge
Matovu, Henry; Won, Mihye; Treagust, David Franklin; Mocerino, Mauro; Ungu, Dewi Ayu Kencana; Tsai, Chin-Chung; Tasker, Roy – Chemistry Education Research and Practice, 2023
Recent studies have reported a growing trend of using student-generated diagrams for assessment in science teaching and research. However, many educators tend to use diagrams to explore students' perceptions of scientists and their work rather than explore conceptual understanding of abstract concepts. In this study, we used diagrams to…
Descriptors: Science Instruction, Molecular Structure, Scientific Concepts, Concept Formation
Matovu, Henry; Won, Mihye; Treagust, David Franklin; Ungu, Dewi Ayu Kencana; Mocerino, Mauro; Tsai, Chin-Chung; Tasker, Roy – Chemistry Education Research and Practice, 2023
In recent years, chemistry educators are increasingly adopting immersive virtual reality (IVR) technology to help learners visualise molecular interactions. However, educational studies on IVR mostly investigated its usability and user perceptions leaving out its impact on improving conceptual understanding. If they evaluated students' knowledge…
Descriptors: Science Education, Chemistry, Computer Simulation, Undergraduate Students
Kieferle, Sarah; Markic, Silvija – Chemistry Education Research and Practice, 2023
In the past decades, society in general has become strongly diverse. This change also affects schools. As a result, learning groups cannot be seen as homogeneous and taught in this way. One of the challenges is students' linguistic skills. Dealing with different linguistic competencies should not only be a focus of formal education in schools but…
Descriptors: Chemistry, Science Instruction, Scientific Concepts, Teaching Methods
van Dulmen, Tim H. H.; Visser, Talitha C.; Coenders, Fer G. M.; Pepin, Birgit; McKenney, Susan – Chemistry Education Research and Practice, 2023
Chemical bonding is an important topic which is difficult to teach well, especially for novices. This study set out to support preservice teacher educators by developing a framework for understanding and addressing the complexity of teaching chemical bonding. A model of pedagogical content knowledge (PCK) in science education that has been widely…
Descriptors: Teaching Methods, Preservice Teachers, Teacher Education Programs, Chemistry
Lemma, Abayneh; Belachew, Woldie – Chemistry Education Research and Practice, 2023
In this study, we explored undergraduate chemistry education at Kotebe University of Education (KUE) in terms of the ontological orientations, patterns and source domains of educators' and undergraduate students' sense of the atom. Due to the ambiguity and controversy regarding atomic ontology as a case of interest and the requirement for a…
Descriptors: Chemistry, Science Instruction, Undergraduate Students, History