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Muammer Çalik; Neslhan Ültay; Hasan Bag; Alipasa Ayas – Chemistry Education Research and Practice, 2024
The purpose of this study is to "meta"-analytically evaluate research that used chemical bonding-based interventions to improve academic performance. Through "meta"-analysis, the present study used several keyword patterns (e.g., chemical bonding, experimental, chemistry education, science education) via relevant databases…
Descriptors: Chemistry, Meta Analysis, Effect Size, Intervention
Tseng, Yu-Jan; Hong, Zuway-R.; Lin, Huann-shyang – Chemistry Education Research and Practice, 2022
Inspired by existing literature indicating that reading literacy is significantly associated with scientific reasoning and chemistry conceptual understanding, this quasi-experimental study explored the effectiveness of reflective reading of scientific articles on student inquiry performance. A total of 134 10th graders from southern Taiwan were…
Descriptors: Chemistry, Reading, Scientific Concepts, Thinking Skills
Gilewski, Alex; Litvak, Mikhail; Ye, Li – Chemistry Education Research and Practice, 2022
Previous research has shown the validity of the Measure of Linked Concepts (MLC) assessment in college introductory chemistry. Herein, we present a novel model of pairing the MLC with a metacognitive exercise aligned with learning objectives in the introductory chemistry courses as an effective tool for instructors to be integrated into…
Descriptors: Metacognition, Educational Objectives, Introductory Courses, Science Tests
Ping, Raedy; Parrill, Fey; Church, Ruth Breckinridge; Goldin-Meadow, Susan – Chemistry Education Research and Practice, 2022
Many undergraduate chemistry students struggle to understand the concept of stereoisomers, molecules that have the same molecular formula and sequence of bonded atoms but are different in how their atoms are oriented in space. Our goal in this study is to improve stereoisomer instruction by getting participants actively involved in the lesson.…
Descriptors: Chemistry, Science Instruction, Undergraduate Students, Concept Formation
Jones, Tamera; Romanov, Anastasia; Pratt, Justin M.; Popova, Maia – Chemistry Education Research and Practice, 2022
Representational competence (RC) is a set of skills to reflectively use a variety of representations to draw inferences, make predictions, and support claims. Despite the important role RC plays in student success in chemistry and the considerable number of investigations into student ability to reason with representations, little is known about…
Descriptors: Organic Chemistry, Science Instruction, Pedagogical Content Knowledge, Science Teachers
Gupte, Trisha; Watts, Field M.; Schmidt-McCormack, Jennifer A.; Zaimi, Ina; Gere, Anne Ruggles; Shultz, Ginger V. – Chemistry Education Research and Practice, 2021
Teaching organic chemistry requires supporting learning strategies that meaningfully engage students with the challenging concepts and advanced problem-solving skills needed to be successful. Such meaningful learning experiences should encourage students to actively choose to incorporate new concepts into their existing knowledge frameworks by…
Descriptors: Learning Experience, Student Experience, Student Participation, Organic Chemistry
Akinyemi, Olutosin Solomon; Mavhunga, Elizabeth – Chemistry Education Research and Practice, 2021
This paper reports on the relationship between the pre-service teachers' enacted Topic Specific Pedagogical Content Knowledge (eTSPCK) observable in the classroom teaching of Organic Chemistry and learner achievement in the topic. The study employed a mixed-methods research design with a sample of 17 pre-service teachers (PSTs). The PSTs were…
Descriptors: Preservice Teachers, Pedagogical Content Knowledge, Science Achievement, Organic Chemistry
Özkanbas, Müge; Kirik, Özgecan Tastan – Chemistry Education Research and Practice, 2020
Process Oriented Guided Inquiry Learning (POGIL®) as a collaborative inquiry method has been widely used in teaching chemistry to high school and college students. This paper presents the impact of POGIL on 65 middle school students' understanding about nature of matter. It is a quasi-experimental non-equivalent control group design study in which…
Descriptors: Cooperative Learning, Active Learning, Inquiry, Metacognition
Pekdag, Bülent – Chemistry Education Research and Practice, 2020
This study explores the effect of video-based instruction on the safety rules in the chemistry laboratory on student achievement. The sample for the study comprised 61 ninth grade students enrolled in two different classes at a public high school. The students in the class designated as the experimental group (N = 32) were given video-based…
Descriptors: Video Technology, Science Laboratories, Laboratory Safety, Chemistry
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
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
Hennah, Naomi – Chemistry Education Research and Practice, 2019
The present paper reports upon the design and implementation of a novel practical work pedagogy that is shown to increase students' retention of practical procedures. The chemistry exams, for 15 to 16-year olds in England, will be assessed entirely through terminal examination questions from 2018. Longer term retention of learning is critical if…
Descriptors: Science Instruction, Secondary School Science, Foreign Countries, Science Process Skills
Veiga, Nicolas; Luzardo, Florencia; Irving, Kenneth; Rodriguez-Ayan, Maria N.; Torres, Julia – Chemistry Education Research and Practice, 2019
As a fundamental part of their chemical education, first-year undergraduate students are substantially involved in laboratory activities. Despite the specific teaching staff choices on the main laboratory aims, students normally receive a vast amount of information during these activities. Apart from understanding theoretical content, fundamental…
Descriptors: Chemistry, Science Instruction, Laboratory Experiments, Foreign Countries
Gilewski, Alex; Mallory, Emily; Sandoval, Matthew; Litvak, Mikhail; Ye, Li – Chemistry Education Research and Practice, 2019
This study developed and implemented a learner-centered assessment named Creative Exercises (CEs) in introductory chemistry courses at a four-year university and a two-year community college. CEs were developed and implemented as an intervention for treatment groups. The control groups only used traditional assessments such as multiple-choice and…
Descriptors: Chemistry, Science Instruction, Introductory Courses, Community Colleges
Kousa, P.; Kavonius, R.; Aksela, M. – Chemistry Education Research and Practice, 2018
The aims of this study were to determine low-achieving students' attitudes towards chemistry and how the attitudes differ within a low achieving group. The most preferred teaching methods were also defined. Empirical data (n = 2949) were collected by stratified sampling from fifteen-year-old Finnish lower-secondary school students as part of a…
Descriptors: Low Achievement, Student Attitudes, Chemistry, Science Instruction
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