Relevant bibliographies by topics / Chemistry education research

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Chemistry education research'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Chemistry education research"

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Atkins, Peter. "Elements of Education." Chemistry International 41, no. 4 (October 1, 2019): 4–7. http://dx.doi.org/10.1515/ci-2019-0404.

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Abstract The periodic table was born in chemical education and thrives there still. Mendeleev was inspired to create his primitive but pregnant table in order to provide a framework for the textbook of chemistry that he was planning, and it has remained at the heart of chemical education ever since. It could be argued that the education of a chemist would be almost impossible without the table; at least, chemistry would remain a disorganized heap of disconnected facts. Thanks to Mendeleev and his successors, by virtue of the periodic table, chemical education became a rational discussion of the properties and transformations of matter. I suspect that the educational role of the periodic table is its most important role, for few research chemists begin their day (I suspect) by gazing at the table and hoping for inspiration, but just about every chemistry educator uses it as a pivot for their presentation.
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Teo, Tang Wee, Mei Ting Goh, and Leck Wee Yeo. "Chemistry education research trends: 2004–2013." Chem. Educ. Res. Pract. 15, no. 4 (2014): 470–87. http://dx.doi.org/10.1039/c4rp00104d.

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This paper presents findings from a content analysis of 650 empirical chemistry education research papers published in two top-tiered chemistry education journals Chemistry Education Research and Practice and Journal of Chemical Education, and four top-tiered science education journals International Journal of Science Education, Journal of Research in Science Teaching, Research in Science Teaching and Science Education from 2004–2013. We found that empirical chemistry education research (CER) papers accounted for 7.7 percent of the publications in the four science education journals. The most highly published area of research was in conceptions and conceptual change and most studies adopted mixed methods. The majority of the studies were conducted in higher education contexts and in the United States. Researchers who publish prolifically in the field included Vicente Talanquer, Derek Cheung, Michael Sanger, Keith Taber, Melanie Cooper and Marcy Towns. Current research trends and gaps are illuminated and possible future work in CER is discussed in the paper.
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Tsaparlis, Georgios, and Odilla E. Finlayson. "Physical chemistry education - The 2014 themed issue of chemistry education research and practice." Lumat: International Journal of Math, Science and Technology Education 3, no. 4 (September 30, 2015): 568–72. http://dx.doi.org/10.31129/lumat.v3i4.1024.

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The July 2014 issue of the Chemistry Education Research and Practice is dedicated to physical chemistry education. Major sub-themes are: the role of controversies in PC education, quantum chemistry, chemical thermodynamics (including a review of research on the teaching and learning of thermodynamics) and PC textbooks. Topics covered include: the significance of the origin of PC in connection with the case of electrolyte solution chemistry; the true nature of the hydrogen bond; using the history of science and science education for teaching introductory quantum physics and quantum chemistry; a module for teaching elementary quantum chemistry; undergraduate students’ conceptions of enthalpy, enthalpy change and related concepts; particulate level models of adiabatic and isothermal processes; prospective teachers’ mental models of vapor pressure; an instrument that can be used to identify students’ alternative conceptions regarding thermochemistry concepts; and the organization/sequencing of the major areas of PC in many PC textbooks.
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Herron, J. Dudley, and Susan C. Nurrenbern. "Chemical Education Research: Improving Chemistry Learning." Journal of Chemical Education 76, no. 10 (October 1999): 1353. http://dx.doi.org/10.1021/ed076p1353.

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Moore, John W. "Leadership in Chemistry Research and Education." Journal of Chemical Education 84, no. 6 (June 2007): 903. http://dx.doi.org/10.1021/ed084p903.

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Christian, Brittany N., and Ellen J. Yezierski. "A New Chemistry Education Research Frontier." Journal of Chemical Education 89, no. 11 (September 18, 2012): 1337–39. http://dx.doi.org/10.1021/ed300629y.

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Tashbaeva, Shoira Kasimovna, and Feruza Abdullayevna Lapasova. "FEATURES OF ENVIRONMENTAL EDUCATION IN CHEMISTRY CLASSES." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 09 (September 30, 2021): 180–82. http://dx.doi.org/10.37547/pedagogics-crjp-02-09-37.

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The article presents the experience of greening the subject of chemistry and the program of the course of choice for students of an educational institution aimed at developing an ecological culture and a responsible attitude to nature, at developing skills in working with reagents and conducting research.
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Flaherty, A. A. "A review of affective chemistry education research and its implications for future research." Chemistry Education Research and Practice 21, no. 3 (2020): 698–713. http://dx.doi.org/10.1039/c9rp00200f.

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In the past twenty years there has been a surge of research on chemistry students’ attitudes, self-efficacy, self-concept, expectations, values, interest, motivation, effort beliefs and achievement emotions. This research has sought to understand how students feel when learning chemistry and how this may be influencing how they perform. However the wealth of this research has yet to be reviewed as a whole to identify its major themes and findings. This article reports on a review of 91 affective chemistry education research studies published since the year 2000. A focus of this review is to survey the methodological approaches used throughout research. The main finding of this review is that quantitative research regimes overwhelmingly dominant the landscape of affective chemistry education research. Of the studies reviewed, 85% (n = 77) are quantitative, 10% (n = 9) are mixed-methods while just 5% (n = 5) are qualitative research studies. Five overarching themes of affective chemistry education research are revealed. These themes manifest as the purposes behind these research studies which include; (i) to measure and compare affective states across various student demographics and contexts (32%, n = 29), (ii) to assess the influence of a learning intervention on student affect (30%, n = 28), (iii) to correlate measured affective states to performance in exams (24%, n = 22), (iv) to develop and validate scales for chemistry education research (10%, n = 9) and (v) to quantitatively model affective theoretical frameworks (3%, n = 3). The dominance of quantitative research regimes to investigate student affect may be challenged given the highly subjective and unstable nature of measured affective states. The findings of this review offer a series of implications for affective chemistry education which will be later discussed with a view to indicating potential directions for future affective chemistry education research.
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ODA, Reiko. "French Education and Research System in Chemistry." Kobunshi 54, no. 1 (2005): 16–17. http://dx.doi.org/10.1295/kobunshi.54.16.

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Cooper, Melanie M. "The Replication Crisis and Chemistry Education Research." Journal of Chemical Education 95, no. 1 (January 9, 2018): 1–2. http://dx.doi.org/10.1021/acs.jchemed.7b00907.

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Dissertations / Theses on the topic "Chemistry education research"

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Wu, Zhengyu. "Information technology in chemistry research and education /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164552.

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Pratt, Justin M. "Undergraduate Students Teaching Chemistry in Informal Environments: Investigating Chemistry Outreach Practices and Conceptual Understanding." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami154203032638329.

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Abell, Timothy Noah. "Investigating General Chemistry and Physical Chemistry Students' Understanding of Solutions Chemistry: The Development of the Enthalpy and Entropy in Dissolution and Precipitation Inventory." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1555083886097745.

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Grove, Nathaniel P. "A Change in Structure: Meaningful Learning and Cognitive Development in a Spiral, Organic Chemistry Curriculum." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1209601964.

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Chiang, Kuang-Hsu. "Relationship between research and teaching in doctoral education in UK universities : the cases of education and chemistry." Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10019240/.

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This study aims to investigate the relationship between staff research and teaching in doctoral education with a special reference to disciplinary variations. There is substantial literature on this relationship in higher education, and there has been much debate about whether they are complementary or competitors for the resources of universities. There is however, little research at the level of doctoral education. This may be because it appears to be self evident that there is a posit. ve link at the doctoral level. However this is a hypothesis that needs testing. In order to do this testing, a questionnaire composed of two major dimensions of doctoral education - Supervision and Research environment for doctoral students - was distributed to about 2,200 full-time doctoral students in Education and Chemistry in UK universities. The dimension of supervision was divided into three components - the supervisor's facilitation of learning, his or her accessibility and the relevance of the supervisor's research to that of the student. The dimension of research environment for doctoral students was categorised into four components - the academic culture of social interaction, the intercultural facilitation of research (for international students), the research training programmes and research facilities. The relationship between staff research (the 1996 RAE scores) and the effectiveness of doctoral education as perceived by students is analysed along the above dimensions. Follow-up interviews were also conducted with students. On the whole, little relationship between departmental research performance (the RAE scores) and effectiveness of doctoral education is found in Education and Chemistry, especially pertaining to the aspects of supervision. However, the results of research environment are more complex. With regard to disciplinary differences, although the general findings of a lack of a significant relationship between research and teaching apply to both Education and Chemistry departments, it is interesting to note that doctoral education is more favourably perceived on most counts in supervision and research environment for doctoral students in Chemistry than in Education. Finally, a theoretical framework of research training structures to discuss these findings is offered.
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Carmel, Justin H. "Investigation and Evaluation of Scientific Reasoning Development in the College Chemistry Classroom." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1436875753.

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Gibbons, Rebecca E. "Survey research in postsecondary chemistry education: Measurements of faculty members’ instructional practice and students’ affect." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7296.

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Collection of data through survey-type measurements and analysis contributes rich, meaningful information to the chemical education research enterprise. This dissertation reports two strands of research that each contribute a “snapshot” of the state of chemical education on two different levels. The first uses survey research methods, collecting data from faculty members to learn about postsecondary chemistry education across the United States. The second uses survey instruments of student achievement emotions within the organic chemistry classroom, collecting longitudinal data to learn about the relationships of emotions with achievement over time. Both areas are of interest because chemical education research produces evidence-based instructional practices as well as survey instruments of student characteristics, many of which are ready to be used in classroom, yet there is a recognized disconnect between development of these products and enacted practices. The research in this dissertation improves upon previous methodology in both strands of research included while reporting data with implications for instructional, research, and policy matters. A national survey of postsecondary chemistry faculty uses a stratified sampling procedure to gather information about the state of education in chemistry classrooms. The use of the teacher-centered systemic reform model of educational change enables us to use the data collected in the survey to gather empirical support of the relationship between faculty members’ beliefs about how students learn chemistry more effectively, faculty members’ self-efficacy for instruction and chemistry content, and the instructional practices that they utilize in the course for which they felt they had the most influence. This information is paramount for the developers of evidence-based instructional practices as well as parties interested in determining the methods best suited to the dissemination of these tools. Professional development activities designed to inspire the use of evidence-based instructional tools or techniques must acknowledge the belief systems of faculty members and the need for change in these beliefs prior to the incorporation of new methods. These results present a call for reform efforts on fostering change from its core, i.e., the beliefs of those who ultimately adopt evidence-based instructional practices. Dissemination and design should incorporate training and materials that highlight the process by which faculty members interpret reformed practices within their belief system, and explore belief change in the complex context of education reform. Another example of the use of national survey data is the determination of the niche distribution of classroom response systems, also known as clickers. It is determined in this study that clickers are used more often in large courses taught at the lower level across the United States. This niche is deemed a more suitable situation for the use of clickers than others. This information is important for researchers developing tools intended for use within the classroom. Despite the possibility for use in all contexts, the national population of faculty members will adopt tools in the contexts which are deemed most suitable; the niche markets of educational tools can provide insight in to best development practices also well as direction for the optimization of the experience for the most frequent users of these tools. The other set of studies in this dissertation utilize the control-value theory of achievement emotions in the postsecondary organic chemistry context to explore nuanced relationships of affect with achievement. These studies utilize a longitudinal panel data collection mechanism, enhancing our ability to understand relationships. The control-value theory posits that there are a set of nine achievement emotions, dictated by control and value, which influence achievement. Two of these achievement emotions, anxiety and enjoyment, are determined in one study to fluctuate over the semester of organic chemistry and significantly influence achievement as measured by examination scores. These are supported by their theoretical interpretation as activating emotions, and when experienced, inspire students to take measures that ultimately either increase or reduce their success. A deactivating emotion, boredom, is measured in another study and found to also hold a reciprocal relationship with achievement when measured over time. In both studies, results show that the reciprocal causation model with an exam snowballing effect best fits data among the alternative models. There is a small and significant negative relationship between anxiety and performance contrasted with a positive relationship between enjoyment and performance throughout the semester. Negative relationships were observed between boredom and examination performance across the term. In addition, relationships were observed to be stronger at the beginning of the course term. Future research should consider achievement emotions in light of educational reforms to ensure that innovative curricula or pedagogies are functioning in the classroom as intended.
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Charnock, Nathan Lee. "Predictive Modeling of Enrollment and Academic Success in Secondary Chemistry." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/36.

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The aim of this study was to identify predictors of student enrollment and successful achievement in 10th grade chemistry courses for a sample drawn from a single academic cohort from a single metropolitan school district in Florida. Predictors included, among others, letter grades for courses completed in academic classes for each independent grade level, sixth through 10th grade, as well as standardized test scores on the Florida Comprehensive Assessment Test and demographic variables. The predictive models demonstrated that it is possible to identify student attributes that result in either increased or decreased odds of enrollment in chemistry courses. The logistic models identified subsets of students who could potentially be candidates for academic interventions, which may increase the likelihood of enrollment and successful achievement in a 10th grade chemistry course. Predictors in this study included grades achieved for each school year for coursework completed in mathematics, English, history, and science, as well as reported FCAT performance band scores for students from sixth through 10th grade. Demographics, socioeconomic status, special learning services, attendance rates, and number of suspensions are considered. The results demonstrated that female students were more likely to enroll in and pass a chemistry course than their male peers. The results also demonstrated that prior science achievement (followed closely by mathematics achievement) was the strongest predictor of enrollment in—and passing of—a chemistry course. Additional analysis also demonstrated the relative stability of academic GPA per discipline from year to year; cumulative achievement was the best overall indicator of course enrollment and achievement.
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Jayaraman, Uma Devi. "Classroom implementation of the practices learned in the Master of Chemistry Education Program by the School District of Philadelphia's High School Chemistry teachers." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/39882.

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CITE/Mathematics and Science Education
Ed.D.
This dissertation reports the results of an exploratory case study utilizing quantitative and qualitative methodologies intended to ascertain the extent and differences of implementation of research-based instructional practices, learned in an intensive 26-month professional development, in their urban classrooms. Both the extent and differences in the implementation of practices were investigated in relation to the lesson design and implementation, content, and classroom culture aspects of research-based practices. Additionally, this research includes the concerns of the teachers regarding the factors that helped or hindered the implementation of research-based practices in their classrooms. Six graduates of the Master of Chemistry Education Program who were teaching a chemistry course in a high school in the School District of Philadelphia at the time of the study (2006-8), were the case. The teachers completed a concerns questionnaire with closed and open-ended items, and rated their perceptions of the extent of implementation of the practices in their urban classrooms. Additionally, the teachers were observed and rated by the researcher using a reform-teaching observation protocol and were interviewed individually. Also, the teachers submitted their lesson plans for the days they were observed. Data from these sources were analyzed to arrive at the findings for this study. The research findings suggest that the group of teachers in the study implemented the research-based practices in their classrooms to a low extent when compared to the recommended practices inherent to the MCE Program. The extents of implementation of the practices differed widely among the teachers, from being absent to being implemented at a high level, with inconsistent levels of implementation from various data sources. Further, the teachers expressed the depth of knowledge (gained in the MCE Program), formal laboratory exercises and reports, administrative support, self-motivated students, and group/collaborative work as several factors that enabled or would have enabled the implementation of practices. Among the many factors that hindered the implementation of the practices in their urban classrooms were, the core curriculum and pacing schedule, followed by test preparation, administrative paper-work, large class-size, students not prepared for student-centered work, poor math and reading skills of students, students' lack of motivation, unsupportive department head, unresponsive administration, and lack of resources.
Temple University--Theses
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Bodé, Nicholas. "Exploring Undergraduate Organic Chemistry Students’ Strategies and Reasoning when Solving Organic Synthesis Problems." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38182.

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Organic synthesis problems are a common assessment tool in organic chemistry courses, as they give instructors the opportunity to determine students’ ability to integrate and apply their knowledge of reactions and skills learned in the course. However, students often tend to be unsuccessful in solving them, even if they appear to have a strong grasp on other course material. We hypothesized that part of the reasoning behind this issue is because it can be challenging to integrate learning activities into the curriculum that give students the opportunity to apply their knowledge to synthetic problem solving, while still giving students the opportunity to master the underlying concepts (knowledge of organic reactions and reaction mechanisms). In addition, there is a gap in our understanding of the mental models students construct while solving these problems, as there is no evidence that they approach these problems in the same manner that experts do (i.e., retrosynthetic analysis). The research described in this thesis was performed to address these issues in two ways. First, we designed learning activities for students that were meant to help them develop more systematic approaches (whose benefits are supported by evidence) to solving synthesis problems, and determining if those learning activities could produce significant learning gains. The learning activities we designed were made available to students through out-of-class learning workshops, where learning gains were primarily measured through the analysis of students’ synthetic problem-solving abilities, assessed immediately before and after the workshops. Second, we sought to obtain a better understanding of students’ mental models when solving synthesis problems; specifically, we wanted to see if they had well-defined strategies for approaching these problems, and if they had a canonical understanding of how these strategies were meant to be applied. To do so, we invited students to participate in semi-structured think-aloud interviews, where participants were asked to solve synthesis problems. We investigated both of these topics using a constructivist paradigm for learning, which states that knowledge is constructed in the mind of the learner rather than passively imparted. The process of knowledge construction is heavily influenced by the prior knowledge and experiences of the learner, and meaningful understanding of new knowledge is unlikely to occur if new knowledge cannot be accommodated by existing knowledge structures. Results from these studies indicated that the workshop-style intervention did not have any effect on students’ ability to successfully solve synthesis problems, but we did observe proficiency in the ability to use expert-like strategies, suggesting that more practice over time could lead to the ability to solve synthesis problems more effectively. Our analysis of the interview data showed that some students can proficiently use strategies in situations that are familiar to them, but do not appear to be able to apply those strategies to predict outcomes in unfamiliar situations; further, we observed a strong reliance on the use of reasoning that was based on memorized rules. Future work could further explore the mental models that students construct for solving synthesis problems; we recommend the incorporation of specific instruction on the use of synthesis problem-solving strategies, and research could explore the relationship between students’ abilities, and how synthesis is taught, practiced, and assessed in the organic chemistry curriculum.
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Books on the topic "Chemistry education research"

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Mammino, Liliana, and Jan Apotheker, eds. Research in Chemistry Education. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-59882-2.

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Bunce, Diane M., and Renée S. Cole, eds. Tools of Chemistry Education Research. Washington, DC: American Chemical Society, 2014. http://dx.doi.org/10.1021/bk-2014-1166.

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Schultz, Madeleine, Siegbert Schmid, and Gwendolyn A. Lawrie, eds. Research and Practice in Chemistry Education. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6998-8.

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John, Gilbert, ed. Chemical education: Towards research-based practice. Dordrecht: Kluwer Academic Publishers, 2002.

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1920-, McEvoy James E., American Chemical Society. Division of Industrial and Engineering Chemistry., and American Chemical Society Meeting, eds. Partnerships in chemical research and education. Washington, DC: American Chemical Society, 1991.

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Daubenmire, Patrick L., ed. Metacognition in Chemistry Education: Connecting Research and Practice. Washington, DC: American Chemical Society, 2017. http://dx.doi.org/10.1021/bk-2017-1269.

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Cox, Charlie, and Wendy E. Schatzberg, eds. International Perspectives on Chemistry Education Research and Practice. Washington, DC: American Chemical Society, 2018. http://dx.doi.org/10.1021/bk-2018-1293.

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Gupta, Tanya, and Robert E. Belford, eds. Technology Integration in Chemistry Education and Research (TICER). Washington, DC: American Chemical Society, 2019. http://dx.doi.org/10.1021/bk-2019-1318.

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1974-, Orgill MaryKay, ed. Theoretical frameworks for research in chemistry/science education. Upper Saddle River, NJ: Prentice Hall, 2007.

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Josef, Brandt, and Ugi Ivar, eds. Computer applications in chemical research and education. Heidelberg: Hüthig, 1989.

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Book chapters on the topic "Chemistry education research"

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Erduran, Sibel, and Aybuke Pabuçcu Akış. "Chemistry Education Research." In Handbook of Research on Science Education, 657–91. New York: Routledge, 2023. http://dx.doi.org/10.4324/9780367855758-25.

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Bodner, George M. "Research on Problem Solving in Chemistry." In Chemistry Education, 181–202. Weinheim, Germany: Wiley-VCH Verlag GmbH & Co. KGaA, 2015. http://dx.doi.org/10.1002/9783527679300.ch8.

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Bretz, Stacey Lowery. "Qualitative Research Designs in Chemistry Education Research." In ACS Symposium Series, 79–99. Washington, DC: American Chemical Society, 2008. http://dx.doi.org/10.1021/bk-2008-0976.ch007.

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Cole, Renée. "Using Chemistry Education Research to Inform Teaching Strategies and Design of Instructional Materials." In Chemistry Education, 149–80. Weinheim, Germany: Wiley-VCH Verlag GmbH & Co. KGaA, 2015. http://dx.doi.org/10.1002/9783527679300.ch7.

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Kirui, Joseph K., and Lordwell Jhamba. "Teaching Modern Physics to Chemistry Students." In Research in Chemistry Education, 161–68. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-59882-2_11.

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Fahmy, Ameen F. M. "The Systemic Approach to Teaching and Learning Organic Chemistry (SATLOC): Systemic Strategy for Building Organic Chemistry Units." In Research in Chemistry Education, 57–67. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-59882-2_4.

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Sörensen, Pia M. "New Questions for Chemistry Education Research." In ACS Symposium Series, 1–5. Washington, DC: American Chemical Society, 2016. http://dx.doi.org/10.1021/bk-2016-1217.ch001.

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Westbroek, Hanna, Kees Klaassen, Astrid Bulte, and Albert Pilot. "Characteristics of Meaningful Chemistry Education." In Research and the Quality of Science Education, 67–76. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-3673-6_6.

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Chiu, Mei-Hung, and Yuh-Ru Yu. "Globalization of Chemistry Education in Africa: Challenges and Opportunities." In Research in Chemistry Education, 1–21. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-59882-2_1.

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Kgoetlana, Charles M., Hlawulani F. Makhubele, Lemukani E. Manganyi, Emmanuel M. Marakalala, Shirley K. Sehlale, Derrick O. Sipoyo, Neani Tshilande, and Thembani S. Vukeya. "Learning About Green Chemistry Independently: Students’ Point of View." In Research in Chemistry Education, 169–75. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-59882-2_12.

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Conference papers on the topic "Chemistry education research"

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Feszterová, Melania, and Zita Jenisová. "E-WASTE EDUCATION AS A MOTIVATING FACTOR IN CHEMISTRY EDUCATION." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1951.

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Sola-Llano, Rebeca, Leire Gartzia-Rivero, Antonio Veloso, Leire Ruiz-Rubio, Leyre Pérez-Álvarez, Jorge Bañuelos, and José Luis Vilas-Vilela. "PHYSICAL CHEMISTRY TOWARDS STRENGTHENING FUTURE CHEMISTS’ AWARENESS OF SUSTAINABILITY: RESEARCH BASED LEARNING." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0746.

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Benito, Elena, Rocío Recio, Belén Begines, Victoria Valdivia, Lorenzo Gabriel Borrego, Lucía Romero-Azogil, Ana Alcudia, et al. "CASE STUDY: MEDICINAL CHEMISTRY." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1425.

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Rius-Alonso, Carlos, and Yolanda González-Quezada. "CHEMISTRY IN THE ART." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.2295.

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Herráez-Aguilar, Diego, Ramiro Perezan, Miguel Ángel González, and María Arroyo-Hernández. "EXPLAINING MATHS THROUGH CHEMISTRY." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1590.

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Stoffova, Veronika, and Martin Zboran. "SHARED AND VIRTUAL CHEMISTRY LABORATORIES FOR DISTANCE EDUCATION." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1479.

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Scantlebury, Kathryn, Charles Henderson, Mel Sabella, and Leon Hsu. "Impact of Chemistry Teachers’ Knowledge and Practices on Student Achievement." In 2008 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2008. http://dx.doi.org/10.1063/1.3021270.

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Wonorahardjo, Surjani, Suharti Suharti, and I. Wayan Dasna. "From chemistry back to nature, an ethical perception of chemists." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043206.

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ŞEN, Ayşe Zeynep, and Canan Nakiboğlu. "Prospective chemistry teachers’ orientations towards teaching in chemistry laboratories." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043488.

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Feszterová, Melánia, and Lýdia Fraňová. "E-LEARNING IN THE PRE–SERVICE CHEMISTRY TEACHERS´ EDUCATION." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1990.

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Reports on the topic "Chemistry education research"

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Нечипуренко, Павло Павлович, Тетяна Валеріївна Старова, Тетяна Валеріївна Селіванова, Анна Олександрівна Томіліна, and Олександр Давидович Учитель. Use of Augmented Reality in Chemistry Education. CEUR-WS.org, November 2018. http://dx.doi.org/10.31812/123456789/2658.

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The purpose of this article is to analyze the current trends in the use of the augmented reality in the chemistry education and to identify the promising areas for the introduction of AR-technologies to support the chemistry education in Ukrainian educational institutions. The article is aimed at solving such problems as: the generalization and analysis of the scientific researches results on the use of the augmented reality in the chemistry education, the characteristics of the modern AR-tools in the chemistry education and the forecasting of some possible areas of the development and improvement of the Ukrainian tools of the augmented reality in the chemistry education. The object of research is the augmented reality, and the subject is the use of the augmented reality in the chemistry learning. As a result of the study, it has been found that AR-technologies are actively used in the chemistry education and their effectiveness has been proven, but there are still no Ukrainian software products in this field. Frequently AR-technologies of the chemistry education are used for 3D visualization of the structure of atoms, molecules, crystalline lattices. The study has made it possible to conclude that there is a significant demand for the chemistry education with the augmented reality that is available via the mobile devices, and accordingly the need to develop the appropriate tools to support the chemistry education at schools and universities. The most promising thing is the development of methodological recommendations for the implementation of laboratory works, textbooks, popular scientific literature on chemistry with the use of the augmented reality technologies and the creation of the simulators for working with the chemical equipment and utensils using the augmented reality.
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Нечипуренко, Павло Павлович, and Сергій Олексійович Семеріков. VlabEmbed – the New Plugin Moodle for the Chemistry Education. CEUR Workshop Proceedings, 2017. http://dx.doi.org/10.31812/0564/731.

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Research goals: The necessity of developing a plugin for Moodle, which is used to support the activities of experimental chemistry are substantiated. Description of created VlabEmbed plugin and the process of installing and configuring VlabEmbed plugin in system Moodle are reviewed. Object of research: Moodle plugins for chemistry education. Subject of research: VlabEmbed – the new plugin Moodle for the chemistry education. Research methods: review and analysis of scientific publications and Moodle plugins for the chemistry education. Results of the research: VlabEmbed plugin in system Moodle are created.
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Mehta, Goverdhan, Alain Krief, Henning Hopf, and Stephen A. Matlin. Chemistry in a post-Covid-19 world. AsiaChem Magazine, November 2020. http://dx.doi.org/10.51167/acm00013.

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The long-term impacts of global upheaval unleashed by Covid-19 on economic, political, social configurations, trade, everyday life in general, and broader planetary sustainability issues are still unfolding and a full assessment will take some time. However, in the short term, the disruptive effects of the pandemic on health, education, and behaviors and on science and education have already manifested themselves profoundly – and the chemistry arena is also deeply affected. There will be ramifications for many facets of chemistry’s ambit, including how it repositions itself and how it is taught, researched, practiced, and resourced within the rapidly shifting post-Covid-19 contexts. The implications for chemistry are discussed hereunder three broad headings, relating to trends (a) within the field of knowledge transfer; (b) in knowledge application and translational research; and (c) affecting academic/professional life.
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Nechypurenko, Pavlo P., Viktoriia G. Stoliarenko, Tetiana V. Starova, Tetiana V. Selivanova, Oksana M. Markova, Yevhenii O. Modlo, and Ekaterina O. Shmeltser. Development and implementation of educational resources in chemistry with elements of augmented reality. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3751.

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The purpose of this article is an analysis of opportunities and description of the experience of developing and implementing augmented reality technologies to support the teaching of chemistry in higher education institutions of Ukraine. The article is aimed at solving problems: generalization and analysis of the results of scientific research concerning the advantages of using the augmented reality in the teaching of chemistry, the characteristics of modern means of creating objects of augmented reality; discussion of practical achievements in the development and implementation of teaching materials on chemistry using the technologies of the augmented reality in the educational process. The object of research is augmented reality, and the subject - the use of augmented reality in the teaching of chemistry. As a result of the study, it was found that technologies of augmented reality have enormous potential for increasing the efficiency of independent work of students in the study of chemistry, providing distance and continuous education. Often, the technologies of the augmented reality in chemistry teaching are used for 3D visualization of the structure of atoms, molecules, crystalline lattices, etc., but this range can be expanded considerably when creating its own educational products with the use of AR-technologies. The study provides an opportunity to draw conclusions about the presence of technologies in the added reality of a significant number of benefits, in particular, accessibility through mobile devices; availability of free, accessible and easy-to-use software for creating augmented-reality objects and high efficiency in using them as a means of visibility. The development and implementation of teaching materials with the use of AR-technologies in chemistry teaching at the Kryvyi Rih State Pedagogical University has been started in the following areas: creation of a database of chemical dishes, creation of a virtual chemical laboratory for qualitative chemical analysis, creation of a set of methodical materials for the course “Physical and colloidal chemistry”.
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NELYUBINA, E. G., and L. V. PANFILOVA. METHODOLOGICAL ASPECTS OF IMPLEMENTATION OF TECHNOLOGY “INVERTED LEARNING” IN CHEMISTRY LESSONS. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-45-62.

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At the present time - the time of information technology and the rapid development of science and technology - a person has to constantly learn and retrain. The changes that have taken place in the education system in recent years have led to a rethinking of teaching methods and technologies. The technology of blended learning, one of the models of which is “inverted learning”, allows to succinctly include information and communication technologies in the educational process, while increasing the quality of education, creating a new level of personal responsibility for the student and by creating conditions for the development of metasubject competencies. Purpose - to develop methodological techniques for the implementation of the “flipped learning” technology in the framework of teaching chemistry in basic school, aimed at the formation of subject universal educational activities in chemistry. Method or methodology of the work: the main research methods were analysis, pedagogical experiment and interpretation of the results of the experiment. Results: solved at the theoretical and methodological level the problem of selection of methodological techniques aimed at the implementation of the technology “inverted learning” in the basic school.
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Pochtoviuk, Svitlana I., Tetiana A. Vakaliuk, and Andrey V. Pikilnyak. Possibilities of application of augmented reality in different branches of education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3756.

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Augmented reality has a great impact on the student in the presentation of educational material: objects of augmented reality affect the development of facial expressions, attention, stimulate thinking, and increase the level of understanding of information. Its implementation in various spheres has indisputable advantages: realism, clarity, application in many industries, information completeness and interactivity. That is why the study presents the possibilities of using augmented reality in the study of mathematics, anatomy, physics, chemistry, architecture, as well as in other fields. The comparison of domestic and foreign proposals for augmented reality is presented. The use of augmented reality in various fields (technology, entertainment, science and medicine, education, games, etc.) should be well thought out and pedagogically appropriate. That is why in the future it is planned to conduct research on the feasibility of using augmented reality and to develop elements of augmented reality accordingly.
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Midak, Liliia Ya, Ivan V. Kravets, Olga V. Kuzyshyn, Tetiana V. Kostiuk, Khrystyna V. Buzhdyhan, Victor M. Lutsyshyn, Ivanna O. Hladkoskok, Arnold E. Kiv, and Mariya P. Shyshkina. Augmented reality while studying radiochemistry for the upcoming chemistry teachers. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4627.

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The objective of the research is developing a mobile application (on Android) designed to visualize the basic definitions of the discipline “Radiochemistry and radioecology” in 3D. Studying the education material of this discipline (phenomena of radionuclide, radioisotope, the nucleus, the fundamental particle etc and their specifics) requires a more sophisticated explanation from the teacher and dynamic dimensional image from the student. Decent detailed visualization of the study material makes this process easier. So applying the augmented reality is rational for the purpose of visualizing the study material, applying it allows demonstrate 3D-models of the nucleus, the fundamental particles, the nature of radioactive decay, nuclear fission, the specifics of managing the nuclear weapon and the NPS. Involving this instrument of the up-to-date information and communication technologies while studying the new material gives the opportunity to develop and boost the spatial imagination of the students, “to see” the invisible and to understand the received material in a better way, which improves its better memorizing. As far as the augmented reality is one of the most recent new-age education trends, all the teachers are required to have the ability to use it. In this reason the upcoming teachers, the students of the “General Education (Chemistry)” specialty, must be trained with this technology. Within the study process the students have the opportunity to review the positive moments of applying AR from a student’s stand of point and to understand, how to apply similar education tools in the future pedagogic work.
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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Valko, Nataliia V., Viacheslav V. Osadchyi, and Vladyslav S. Kruhlyk. Cloud resources use for students' project activities. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4444.

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The modern educational system proclaims learning aimed at acquiring practical skills and based on the activity approach. Educational research projects are the necessary component of curricula in physics, computer science, biology and chemistry. There is a problem of specialized equipment and facilities using for the implementation of such projects in distance learning. Therefore, the issue of cloud resources using for distance learning organization in robotics is relevant. The article presents a brief overview of the current state of projects development in Ukrainian schools and approaches used in foreign educational institutions in teaching robotics distantly. The article describes the stages of robotics projects development such as organizational, communicative, project work, summarizing. The peculiarities of the stages in distance learning and the possibilities of cloud technologies in robotics are also considered. The authors’ experience in projects developing in this environment for students and future teachers is described.
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