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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
Eleni K. Geragosian; Diana Zhu; Marc Skriloff; Ginger V. Shultz – Chemistry Education Research and Practice, 2024
Chemistry graduate teaching assistants (GTAs) have substantial facetime with undergraduate students at large research institutions where they lead discussion and lab sessions. Emerging research describes GTAs' content and teaching knowledge for introductory chemistry classes, but we need to know more about how GTAs manage their classes in the…
Descriptors: Teaching Assistants, Chemistry, Graduate Students, Undergraduate Students
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
Ina Zaimi; Amber J. Dood; Ginger V. Shultz – Chemistry Education Research and Practice, 2024
Asking students to explain why phenomena occur at a molecular level is vital to increasing their understanding of chemistry concepts. One way to elicit students' mechanistic reasoning and guide construction of knowledge is through Writing-to-Learn (WTL), which is a promising approach for students in organic chemistry courses. In the design of WTL…
Descriptors: Writing Assignments, Teaching Methods, Science Instruction, Scientific Concepts
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
Karen Ho; Sahara R. Smith; Douglas B. Clark – Chemistry Education Research and Practice, 2024
This study explored how continuous diverse reflective exercises embedded in a Community Service Learning chemistry lab support science students' meaningful learning. The findings of this study are intended for those involved in teaching natural science in higher education, as well as those interested in Community Service Learning, self-directed…
Descriptors: Chemistry, Service Learning, Science Instruction, Laboratory Experiments
Christine E. Mundy; Marietjie Potgieter; Michael K. Seery – Chemistry Education Research and Practice, 2024
The laboratory is a complex environment where the three levels of the chemistry triplet coincide. As the laboratory environment places a large demand on the working memory of students, cognitive load theory can address overload which causes barriers to learning. Breaking down barriers requires iterative phases of analysis/exploration,…
Descriptors: Teaching Methods, Laboratory Experiments, Chemistry, Barriers
Sean Gao; Taylor C. Outlaw; Jason G. Liang-Lin; Alina Feng; Reika Shimomura; Jennifer L. Roizen; Charles T. Cox Jr. – Chemistry Education Research and Practice, 2024
This study aimed to analyze second-semester organic chemistry students' problem-solving strategies, specifically focusing on the resources activated while solving problems on E2, E1, and E1cB elimination reactions. Using the theoretical framework by Elby and Hammer, we defined a resource as a unit of information used in the problem-solving…
Descriptors: Organic Chemistry, Science Instruction, Problem Solving, Protocol Analysis
Natalia Spitha; Yujian Zhang; Samuel Pazicni; Sarah A. Fullington; Carla Morais; Amanda Rae Buchberger; Pamela S. Doolittle – Chemistry Education Research and Practice, 2024
The Beer-Lambert law is a fundamental relationship in chemistry that helps connect macroscopic experimental observations (i.e., the amount of light exiting a solution sample) to a symbolic model composed of system-level parameters (e.g., concentration values). Despite the wide use of the Beer-Lambert law in the undergraduate chemistry curriculum…
Descriptors: Chemistry, Science Instruction, Undergraduate Students, Scientific Principles
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)
David G. Schreurs; Jaclyn M. Trate; Shalini Srinivasan; Melonie A. Teichert; Cynthia J. Luxford; Jamie L. Schneider; Kristen L. Murphy – Chemistry Education Research and Practice, 2024
With the already widespread nature of multiple-choice assessments and the increasing popularity of answer-until-correct, it is important to have methods available for exploring the validity of these types of assessments as they are developed. This work analyzes a 20-question multiple choice assessment covering introductory undergraduate chemistry…
Descriptors: Multiple Choice Tests, Test Validity, Introductory Courses, Science Tests
Tung S. Nguyen; Julia Y. K. Chan; Jade T. K. Ha; Ugo Umekwe-Odudu; Sachel M. Villafane – Chemistry Education Research and Practice, 2024
Retention and underrepresentation of diverse ethnic groups have been and continue to be problematic in the science, technology, engineering, and mathematics (STEM) disciplines in the United States. One foundational course that is required for all STEM majors is general chemistry. One way to increase retention and diversity in STEM majors is by…
Descriptors: Chemistry, Science Instruction, Minority Serving Institutions, Hispanic American Students
Elizabeth B. Vaughan; A. Montoya-Cowan; Jack Barbera – Chemistry Education Research and Practice, 2024
The Meaningful Learning in the Laboratory Instrument (MLLI) was designed to measure students' expectations before and after their laboratory courses and experiences. Although the MLLI has been used in various studies and laboratory environments to investigate students' cognitive and affective laboratory expectations, the authors of the instrument…
Descriptors: Test Validity, Test Reliability, Expectation, Measures (Individuals)
Caro, Veronica; Carter, Brandon A.; Millunchick, Joanna; Reeves, Shalaunda – Chemistry Education Research and Practice, 2023
Teaching engineering students how to effectively communicate using the language, representations, and tools specific to their discipline is important to their development as practitioners in their respective fields. This article describes a literature review of learning activities intended to teach crystal structure and crystallography and…
Descriptors: Science Instruction, Undergraduate Students, Chemistry, Literature Reviews
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