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Journal articles on the topic 'Chemistry education research'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 January 2023

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1

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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2

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Cole, Renee, Nicole Becker, Marcy Towns, George Sweeney, Megan Wawro, and Chris Rasmussen. "ADAPTING A METHODOLOGY FROM MATHEMATICS EDUCATION RESEARCH TO CHEMISTRY EDUCATION RESEARCH: DOCUMENTING COLLECTIVE ACTIVITY." International Journal of Science and Mathematics Education 10, no. 1 (March 2, 2011): 193–211. http://dx.doi.org/10.1007/s10763-011-9284-1.

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12

Deng, Jacky M., Nicholas Streja, and Alison B. Flynn. "Response Process Validity Evidence in Chemistry Education Research." Journal of Chemical Education 98, no. 12 (November 29, 2021): 3656–66. http://dx.doi.org/10.1021/acs.jchemed.1c00749.

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13

O. Ezeudu, Florence, Ijeoma H.N. Nwoji, and Anselem Abonyi Ugwuanyi. "Role of Big Data in Chemistry Education Research." Asian Journal of Information Technology 18, no. 3 (October 5, 2019): 99–105. http://dx.doi.org/10.36478/ajit.2019.99.105.

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14

Garritz, Andoni. "Theoretical Frameworks for Research in Chemistry / Science Education." Educación Química 20, no. 1 (January 2009): 88–89. http://dx.doi.org/10.1016/s0187-893x(18)30013-2.

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15

Linkwitz, Michael, and Ingo Eilks. "An Action Research Teacher’s Journey while Integrating Green Chemistry into the High School Chemistry Curriculum." Sustainability 14, no. 17 (August 25, 2022): 10621. http://dx.doi.org/10.3390/su141710621.

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In recent years, a growing number of publications have emerged discussing how to integrate education for sustainable development (ESD) and systems thinking into science education in general, and chemistry education in particular. However, when it comes to more specific fields of chemistry education, most studies focus almost exclusively on higher education. Examples of ESD units in secondary chemistry teaching are mostly limited to single topics. They often do not explicitly deal with the theoretical concepts behind green or sustainable chemistry. This paper reports on a long-term initiative to develop secondary chemistry education. This effort attempts to thoroughly integrate ESD based on the concept of green chemistry into high school programs. The project is based on teacher-centered action research, a cyclical development and research approach within authentic classroom practice. The process was supported by an academic chemistry education research group and a network of experienced action research teachers. The current paper describes the development of a teaching sequence for first-year upper secondary chemistry education. Elements of the development and selected findings from the accompanying feedback processes are reported.

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16

Sensabaugh, G. F. "Research directions in forensic chemistry." Journal of Chemical Education 62, no. 12 (December 1985): 1051. http://dx.doi.org/10.1021/ed062p1051.

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17

Çalık, Muammer, and Antuni Wiyarsi. "A SYSTEMATIC REVIEW OF THE RESEARCH PAPERS ON CHEMISTRY-FOCUSED SOCIO-SCIENTIFIC ISSUES." Journal of Baltic Science Education 20, no. 3 (June 5, 2021): 360–72. http://dx.doi.org/10.33225/jbse/21.20.360.

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Although chemistry-focused socio-scientific issues support the ‘relevance’ model of chemistry education, the related literature has lacked any systematic review handling them together. For this reason, this research aimed to thematically synthesize the research papers on chemistry-focused socio scientific issues (SSI) from 2008 to 2020 and inferentially evaluate them in terms of the relevance model of chemistry education. After searching international and national well-known databases through relevant keyword patterns (e.g., Pattern 1: socio-scientific issues and chemistry education), 65 research papers were apparent for the systematic review. Then, the authors generated primary and secondary codes for the research papers and then inferentially marked their ‘relevance’ components. The systematic review indicated variation of research areas (e.g., relevance model of chemistry education) and dominant research foci for different themes (e.g., competencies and related variables for the theme ‘aims’; pollution, energy, industry and fabrication-based problems for the theme ‘SSI’; organic compounds for the theme ‘chemistry concepts’). Further, it revealed that the research papers on chemistry-focused SSI had some shortcomings at handling all components of the relevance model in a balanced way. The current research suggests professionally training teachers about how to integrate chemistry-focused SSI and the relevance model into school chemistry. Keywords: chemistry education, relevance model, socio-scientific issues, systematic review

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18

Syed Draman, Sarifah Fauziah, and Norzila Mohd. "A Bibliometric Review on Chemistry Education: Bodies of Research, 1980-2020." Asian Journal of University Education 17, no. 4 (November 25, 2021): 432. http://dx.doi.org/10.24191/ajue.v17i4.16195.

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Abstract: Over the four decades, there has been sustained research activity in chemistry education. However, in terms of bodies of research, only a few different views were recorded. Thus, this study aimed to examine the trend bodies of research on chemistry education over the past 40 years (1980-2020) by using bibliometric analysis. Data based was collected from Scopus-indexed documents based on the 'title' search results. A total of 1041 finalized documents from various research types were used for further analysis. Two software (Harzing Perish and VOSviewer) were used to complete the bibliometric review using standard bibliometric indicators. This study found 12 types of documents published is related to chemistry education. 57 % of the total publications are from articles. The highest source type is journals (81%). Then, the growth of the related publications has risen gradually. English is the top language used in publications. The United States is ranked first in productivity published documents when an analysis by country is done. Citation analysis results can identify key authors and documents that designed the progress of this review. This analysis is used to determine the intellectual structure of the chemistry education knowledge base. In conclusion, this review delivers a better understanding of the development trends in chemistry education bodies of research over the past 40 years. Furthermore, the review result can also offer a reference for future research. Keywords: Chemistry education, Citations count, Scopus, Trend, VOSviewer

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19

Seery, Michael K. "A guide to research question writing for undergraduate chemistry education research students." Chemistry Education Research and Practice 21, no. 4 (2020): 1020–27. http://dx.doi.org/10.1039/d0rp90010a.

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20

Shwartz, Gabriella, Or Shav-Artza, and Yehudit Judy Dori. "Choosing Chemistry at Different Education and Career Stages: Chemists, Chemical Engineers, and Teachers." Journal of Science Education and Technology 30, no. 5 (March 25, 2021): 692–705. http://dx.doi.org/10.1007/s10956-021-09912-5.

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AbstractIn response to the realization that qualified applicants’ choice of a career in chemistry is declining, we investigated the factors involved in chemistry and chemical education career choice. Building on the social cognitive theory (SCT) and the social cognitive career theory (SCCT), this research examines the personal, environmental, and behavioral factors influencing the chemistry-related profession choice of 55 chemists, 18 chemical engineers, and 72 chemistry teachers. Research participants also suggest ways to encourage students to major in chemistry during high school and pursue a chemistry-related career. Results showed that high school serves as a significant turning point of future career choices. Self-efficacy in the task-oriented and chemistry learning aspects are the driving forces of choosing a chemistry career. We also shed light on the importance of enhancing students’ choice in chemistry-related career via quality educational programs. The study contribution lies in examining all three aspects of career choice in the SCCT. We have applied this framework specifically in chemistry, but the identified factors can be applied to other STEM domains. Practically, we provide recommendations for different stakeholders on how to overcome the shortage of skilled chemistry professionals.

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21

Taber, Keith S. "Ethical considerations of chemistry education research involving ‘human subjects’." Chem. Educ. Res. Pract. 15, no. 2 (2014): 109–13. http://dx.doi.org/10.1039/c4rp90003k.

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22

Eybe, Holger, and Hans-Jürgen Schmidt. "Quality criteria and exemplary papers in chemistry education research." International Journal of Science Education 23, no. 2 (February 2001): 209–25. http://dx.doi.org/10.1080/09500690118920.

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23

Taber, Keith S. "The international dimension of Chemistry Education Research and Practice." Chem. Educ. Res. Pract. 13, no. 4 (2012): 398–400. http://dx.doi.org/10.1039/c2rp90013k.

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24

TSAPARLIS, Georgios. "SECURING A FUTURE FOR CHEMISTRY EDUCATION RESEARCH AND PRACTICE." Chemistry Education Research and Practice 5, no. 3 (2004): 209. http://dx.doi.org/10.1039/b4rp90023e.

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25

Erduran, Sibel. "Making sense: Simulation-of-Research in organic chemistry education." Science Education 82, no. 6 (November 1998): 701–3. http://dx.doi.org/10.1002/(sici)1098-237x(199811)82:6<701::aid-sce5>3.0.co;2-l.

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26

Taber, Keith S. "Three levels of chemistry educational research." Chem. Educ. Res. Pract. 14, no. 2 (2013): 151–55. http://dx.doi.org/10.1039/c3rp90003g.

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27

Tüzün, Ümmüye Nur, and Gülseda Eyceyurt Türk. "STEAM PRACTICES IN CHEMISTRY EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 16, no. 1 (June 25, 2019): 32–42. http://dx.doi.org/10.48127/gu-nse/19.16.32.

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STEM is the process of integrating science, technology, engineering and mathematics in education. STEAM differs from STEM by a letter of ‘A’ which means arts, on the basic logic of science and arts mustn’t be decomposed from each other. This research aimed to assist tenth-grade students in learning through their own constructed materials for bringing up them as well-qualified individuals by using chemistry, technology, engineering, popart and mathematics (STEAM) integration which would improve their creativity and critical-thinking too. 33 tenth-grade students from a high school in Turkey participated in this qualitative research in 2015-2016 academic year. Student constructed materials, and student process evaluation worksheets were used as data collecting tools. Content analysis was utilized for the gathered data. Content analysis was cross-checked for the reliability of the research too. The results showed that students’ creativity and critical-thinking skills were enhanced through such a STEAM process, and this process was also helped to educate well-qualified individuals in the abovementioned fields. Keywords: chemistry education, critical thinking, educating well-qualified individuals, STEAM.

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Rohaeti, Eli, Anti Kolonial Prodjosantoso, and Irwanto Irwanto. "RESEARCH-ORIENTED COLLABORATIVE INQUIRY LEARNING MODEL: IMPROVING STUDENTS’ SCIENTIFIC ATTITUDES IN GENERAL CHEMISTRY." Journal of Baltic Science Education 19, no. 1 (February 10, 2020): 108–20. http://dx.doi.org/10.33225/jbse/20.19.108.

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Promoting students’ attitudes, a part of affective domains is a major goal in higher education. Unfortunately, only a few studies were available related to the improvement of pre-service chemistry teachers’ attitudes as this domain was rarely explored using a mixed teaching approach. In this quasi-experimental research, we investigated the effect of the Research-Oriented Collaborative Inquiry Learning (REORCILEA) in improving students’ scientific attitudes. A total of sixty-four (6 males, 58 females) first-year pre-service chemistry teachers at the Department of Chemistry Education of a public university in Indonesia attended the General Chemistry course. In order to collect the data, the Scientific Attitudes Scale and Interview Protocol were administered. The data were then analyzed using t-test and thematic analysis. The results of the t-test revealed that students in the experimental group obtained significantly greater scores than the ones of the control group regarding their scientific attitudes. After analyzing the interview data qualitatively, students who were exposed to non-traditional teaching approach had stronger learning interests and enjoyed the chemistry lectures. In conclusion, REORCILEA model could be considered more effective in improving students’ scientific attitudes compared to conventional teaching methods. Keywords: collaborative inquiry learning, general chemistry, pre-service chemistry teachers, research-oriented learning, scientific attitudes.

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Nik Hassan, N. M. H., Othman Talib, Tenku Putri Shariman, N. A. Rahman, and A. A. M. Zamin. "A Bibliometric Analysis on How Organic Chemistry Education Research Has Evolved Collaboratively Over Time." Jurnal Pendidikan IPA Indonesia 11, no. 1 (March 31, 2022): 73–90. http://dx.doi.org/10.15294/jpii.v11i1.34185.

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Organic chemistry is widely regarded as a challenging topic; generally, students prefer to memorize rather than critically analyze concepts resulting in meaningful learning. In recent years, the curriculum of the organic chemistry subject has been reshaped and redefined to overcome the difficulties that students often experience while trying to understand the syllabus. The goal of this research is to illustrate the organic chemistry education’s current trends, which adopted the bibliometric analysis method. A holistic review was carried out on organic chemistry education articles obtained from the Scopus database between the year 2011 up to 2020. Based on the keywords of “organic chemistry” and “education”, the study has accumulated 1056 papers for further evaluation. Various tools have been implemented, for example, Microsoft Excel was used to conduct the frequency analysis, VOSviewer for data visualization, as well as Harzing’s Publish or Perish in regard to citation metrics and analysis. Bibliometric indicators were employed to report the findings in this study, for instance, language, subject area, research trends by year of publication, top countries, top influential institution, active source title, citation analysis, authorship analysis and keywords analysis. The results show an increasing growth rate of literature on organic chemistry education from 2011 until 2020. The United States was the top contributor to organic chemistry education research, followed by Canada. Healthy collaboration exists across researchers, countries, and institutions. This evolvement of organic chemistry education reflects a rising emphasis on Science, Technology, Engineering and Mathematics (STEM) discipline incorporated into the 21st-century curriculum to prepare the desired workforce.

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30

Moore, John W. "Research, Discovery, and Education." Journal of Chemical Education 78, no. 4 (April 2001): 431. http://dx.doi.org/10.1021/ed078p431.

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31

TKACHUK, H. "METHODICAL AND DIDACTIC FOUNDATIONS OF LABORATORY PRACTICUM IN CHEMISTRY DISCIPLINES." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 29 (September 10, 2022): 230–35. http://dx.doi.org/10.33989/2075-146x.2022.29.264356.

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The research presented in the paper concerns the creation of methodological and theoretical foundations for teaching chemistry at classical universities in accordance with the National Strategy for Educational Development in Ukraine until 2021. To ensure scientific and technological progress, the educational process is the most important and relevant. This process is supported by natural and mathematical disciplines, among which the chemistry is. Competencies in general chemistry and other chemical disciplines provided by the standards of higher education provide education of competitive specialists in chemistry, chemical technology, engineers and teachers. Ensuring a strategy for the development of higher education requires new ideas and approaches that can implement the most optimal technologies in educational activities. An important component of the system of training chemists and chemists-technologists is a laboratory practicum in chemical disciplines. As a result of the conducted researches, the didactic and methodical foundations of laboratory practicum for training applicants of educational programs Chemistry and Chemical technologies and engineering have been defined and offered. Assimilation of the content of the chemistry course is meaningless without a laboratory practicum, so its role in teaching chemistry at universities cannot be overestimated. A laboratory work is not only a type of training session, but also a practical method of training in which students achieve educational goals in setting and conducting research and experiments using chemical reagents, chemical utensils, chemical equipment. A laboratory work performs a general function of achieving the goals of education, which has a superdisciplinary importance in training specialists, namely the connection of theory with practice. The results of research can be useful for the development of theoretical and methodological foundations for training applicants for chemical and non-chemical educational programs of the first bachelor's degree.

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32

Avargil, Shirly, Zehavit Kohen, and Yehudit Judy Dori. "Trends and perceptions of choosing chemistry as a major and a career." Chemistry Education Research and Practice 21, no. 2 (2020): 668–84. http://dx.doi.org/10.1039/c9rp00158a.

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In many countries, the choice of a STEM career, especially in chemistry, is decreasing. A shortage of appropriately skilled workers can become a threat to any country's future achievements. Our research strives to understand behavioral trends and career choice factors related to personal and environmental themes. Building on the foundations of the Social Cognitive Career Theory, the research sheds light on prospective trends and retrospective perceptions of chemistry-related professionals in choosing chemistry in high school, as a career, and as a STEM occupation. To analyze the prospective trends in choosing chemistry, we used data curated by the Israel Central Bureau of Statistics on 545 778 high school graduates. For the retrospective perceptions of choosing a chemistry career, we investigated three research groups (N = 190): chemists and chemical engineers, chemistry teachers, and third year undergraduate chemistry students. We found that choosing chemistry as a major and profession decreases from high school to higher education. Women tend to choose chemistry more than men at high school and university levels, and minorities tend to choose it more in high school but less in higher education compared to non-minorities. Task-oriented self-efficacy was the factor which contributed the most to chemistry career choice in all three research groups. The theoretical contribution is the unique SCCT application through the integration of both the prospective views on the behavioral theme and the retrospective views on the personal and environmental themes. Furthermore, we present new chemistry-related factors within the personal theme of this theoretical framework that can extend the SCCT framework.

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van Rens, Lisette, Jacqueline van Muijlwijk, Jos Beishuizen, and Joop van der Schee. "Upper Secondary Chemistry Students in a Pharmacochemistry Research Community." International Journal of Science Education 35, no. 6 (April 2013): 1012–36. http://dx.doi.org/10.1080/09500693.2011.591845.

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Davis, D. Scott, Robert J. Hargrove, and Jeffrey D. Hugdahl. "A Research-Based Sophomore Organic Chemistry Laboratory." Journal of Chemical Education 76, no. 8 (August 1999): 1127. http://dx.doi.org/10.1021/ed076p1127.

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35

Collins, Terrence J. "Introducing Green Chemistry in Teaching and Research." Journal of Chemical Education 72, no. 11 (November 1995): 965. http://dx.doi.org/10.1021/ed072p965.

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Ruttledge, Thomas R. "Organic Chemistry Lab as a Research Experience." Journal of Chemical Education 75, no. 12 (December 1998): 1575. http://dx.doi.org/10.1021/ed075p1575.

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37

Lyle, Steven J., Robinson W. Flaig, Kyle E. Cordova, and Omar M. Yaghi. "Facilitating Laboratory Research Experience Using Reticular Chemistry." Journal of Chemical Education 95, no. 9 (July 20, 2018): 1512–19. http://dx.doi.org/10.1021/acs.jchemed.8b00265.

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38

YANG, Cheng-Yin, Meng-Meng WANG, and Yang ZHAO. "Exploration about Experimental Teaching Research for Outstanding Chemistry Teacher's Education." University Chemistry 32, no. 2 (2017): 33–37. http://dx.doi.org/10.3866/pku.dxhx201607011.

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39

Taber, Keith S. "Recognising quality in reports of chemistry education research and practice." Chem. Educ. Res. Pract. 13, no. 1 (2012): 4–7. http://dx.doi.org/10.1039/c1rp90058g.

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40

Taber, Keith S. "Identifying research foci to progress chemistry education as a field." Educación Química 28, no. 2 (April 2017): 66–73. http://dx.doi.org/10.1016/j.eq.2016.12.001.

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41

Yaşar, Mehmet Diyaddin. "CHEMISTRY TEACHERS' ASSESSMENT LITERACY IN TURKEY." Journal of Baltic Science Education 19, no. 1 (February 10, 2020): 76–90. http://dx.doi.org/10.33225/jbse/20.19.76.

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The aim of this research was to find out the assessment literacy level of chemistry teachers in Turkey. For the purpose of the research, different types of formative assessment techniques were included in the research. This research was conducted as a case study, which is a kind of qualitative research design. The participants in the research were 12 chemistry teachers working in different high schools in Şanlıurfa, one of the largest cities in south-eastern Turkey in 2017-2018 spring term. Research data were collected with a semi-structured interview form. Content analysis was performed on the research data. According to the results, chemistry teachers did not have sufficient perception and knowledge about diagnostic and formative assessment. Chemistry teachers’ perception related to objective of formative assessment techniques was very low and it was almost unfamiliar to them. Also, chemistry teachers had little perception about how formative assessment techniques should be prepared and what is their function. Their perception related to the interpretation/scoring of the results obtained from formative assessment techniques was almost non-existent. They had serious deficiencies related to formative assessment techniques and they focused on summative assessment rather than formative assessment and related techniques in their chemistry classes. Keywords: assessment literacy (AL), chemistry teachers (CTs), formative assessment techniques (FATs), Turkey.

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ÇOLAK, Mehmet, Tahsin ÇETİN, and Serdar ÜNALDI. "A RESEARCH ON VOCATIONAL EDUCATION AND YACHT BUILDING SECTOR IN BODRUM." Euroasia Journal of Mathematics, Engineering, Natural & Medical Sciences 8, no. 18 (November 25, 2021): 39–48. http://dx.doi.org/10.38065/euroasiaorg.750.

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Yacht and boat manufacturing industry is a sector that has a great added value, can provide employment and has a high export rate. This industry machinery, iron-steel, wood, paint, chemistry, electricity-electronics, textile, decoration, rubber-plastic etc. It is an industry branch that produces as a result of combining the products of many industrial branches in shipyards and receives service from various service sectors. In the world rankings, Turkey has shown a steady rise since 2007, especially in the construction of superyachts (24 m and above), and continued to be the third in total length in 2010 - 2017. Educational institutions that train personnel for the yacht building sector in our country are only at the level of vocational high schools. Students who graduate after high school cannot continue an education on yacht building, which is a continuation of high school education in vocational college or faculty programs. The results and suggestions to come out of this study are very important in order to maintain the success of the sector in the international platform and to move it to better points. Attention will be drawn to the training on Yacht Building and opinions will be taken about the necessity of the training, its problems and the dimension of the university. Within the scope of the study, the

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Helix, Max R., Laleh E. Coté, Christiane N. Stachl, Marcia C. Linn, Elisa M. Stone, and Anne M. Baranger. "Measuring integrated understanding of undergraduate chemistry research experiences: assessing oral and written research artifacts." Chemistry Education Research and Practice 23, no. 2 (2022): 313–34. http://dx.doi.org/10.1039/d1rp00104c.

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Understanding the impact of undergraduate research experiences (UREs) and course-based undergraduate research experiences (CUREs) is crucial as universities debate the value of allocating scarce resources to these activities. We report on the Berkeley Undergraduate Research Evaluation Tools (BURET), designed to assess the learning outcomes of UREs and CUREs in chemistry and other sciences. To validate the tools, we administered BURET to 70 undergraduate students in the College of Chemistry and 19 students from other STEM fields, comparing the performance of students who had less than one year of undergraduate research to those with more than one year of research experience. Students wrote reflections and responded to interviews during poster presentations of their research project. BURET asks students to communicate the significance of their project, analyze their experimental design, interpret their data, and propose future research. Scoring rubrics reward students for integrating disciplinary evidence into their narratives. We found that the instruments yielded reliable scores, and the results clarified the impacts of undergraduate research, specifically characterizing the strengths and weaknesses of undergraduate researchers in chemistry at our institution. Students with at least a year of research experience were able to use disciplinary evidence more effectively than those with less than one year of experience. First-year students excelled at explaining the societal relevance of their work, but they incorporated only minimal discussion of prior research into their reflections and presentations. Students at all levels struggled to critique their own experimental design. These results have important implications for undergraduate learning, suggesting areas for faculty members, graduate student research mentors, and CURE or URE programs to improve undergraduate research experiences.

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Gallardo-Williams, Maria, Layne A. Morsch, Ciana Paye, and Michael K. Seery. "Student-generated video in chemistry education." Chemistry Education Research and Practice 21, no. 2 (2020): 488–95. http://dx.doi.org/10.1039/c9rp00182d.

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Student-generated videos are growing in popularity in education generally, and in chemistry education there are several reports emerging on their use in practice. Interest in their use in chemistry is grounded in the visual nature of chemistry, the role of laboratory work in chemistry, and a desire to enhance digital literacy skills. In this perspective, we consider the place of student-generated videos in chemistry education, by first considering an appropriate pedagogical rationale for their usage. We then survey the reports of student-generated video with this framework in mind, exploring the role of generation in the reports surveyed. From this, we summarise the current status of student-generated videos in chemistry education and highlight from our readings some considerations for future research in this area, as well as guidelines for practitioners wishing to integrate student-generated video into their practice.

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Habashi, Fathi. "Struggle of women for higher education." Metallurgical and Materials Engineering 23, no. 3 (September 30, 2017): 189–95. http://dx.doi.org/10.30544/306.

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Higher education was denied for women in most countries mainly by the clergy till the beginning of the 20th century. Universities in most European countries were closed to female students. Few research centers accepted women researchers and similarly few university professors accepted women students. In spite of this many women chemists and physicists distinguished themselves in great discoveries and women got Nobel Prizes in physics and chemistry. Now, girl graduates from most colleges are twice the number of boys graduates.

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Johnson, Jeffrey Allan. "The Case of the Missing German Quantum Chemists." Historical Studies in the Natural Sciences 43, no. 4 (November 2012): 391–452. http://dx.doi.org/10.1525/hsns.2013.43.4.391.

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This paper discusses factors limiting the development of a modern, quantum-based chemistry in Nazi Germany. The first part presents a case study of industrial research in Nazi Germany that suggests the delayed introduction of space-filling molecular models into structural analysis and synthesis in industrial organic chemistry, almost a decade after their invention by a German physicist. Was this symptomatic of a broader pattern of neglect of quantum chemistry in Nazi Germany? To answer this question this paper examines the origins of such models, and their appearance (or not) in selected textbooks and monographs dealing with problems in the interdisciplinary borderland between the physical and organic dimensions of chemistry. While it appears that those on the physical side were more comfortable with such models than those on the organic side, it is also clear that even a theoretically unsophisticated organic chemist could learn to use these models effectively, without necessarily understanding the intricacies of the quantum chemistry on which they were based. Why then were they not better integrated into mainstream chemical education? To this end the second part discusses three phases (pre-1933, 1933–38, 1939–43) of the broader scientific, institutional, and political contexts of efforts to reform or “modernize” chemical education among many groups in Germany, particularly through the Association of Laboratory Directors in German Universities and Colleges, the autonomous group that administered the predoctoral qualifying examination (Association Examination) for chemistry students until its dissolution in 1939 by the Education Ministry and the establishment of the first official certifying examination and associated title for chemists, the Diplom-Chemiker (certified chemist). Continuing debates modified the examination in 1942–43, but given the limitations imposed by the political and wartime contexts, and the need to accelerate chemical training for the purposes of industrial and military mobilization, the resulting chemical education could not produce students adequately trained in the modern physical science emerging elsewhere in the world. Quantum chemists remained missing in action in Nazi Germany.

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Vinko, Luka, Seamus Delaney, and Iztok Devetak. "Teachers’ Opinions about the Effect of Chemistry Demonstrations on Students’ Interest and Chemistry Knowledge." Center for Educational Policy Studies Journal 10, no. 2 (June 24, 2020): 9–25. http://dx.doi.org/10.26529/cepsj.893.

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Chemistry is an experimental discipline that uses experimentation as one of its most important research methods. Laboratory work and other practical work are therefore also essential in chemistry lessons. Chemistry demonstrations are used by teachers as an educational approach that can increase students’ interest in chemistry and motivate them to learn chemical concepts with understanding. However, if the students are actively involved in the chemistry demonstration, it can be just as effective as or even more effective than students’ learning through experiments. The purpose of this research is to examine teachers’ opinions about the impact of chemistry demonstrations on students’ interest and chemistry knowledge. Based on a quantitative research approach, 81 primary and secondary school teachers from different regions of Slovenia participated in this study. Participating teachers completed an online questionnaire on their perceptions of the impact of chemistry demonstrations on students’ interest and performance in chemistry classes and on the quality of students’ knowledge of chemistry. The results show that regardless of the years of teaching experience and the frequency of performing chemistry demonstrations, the participating teachers consider such demonstrations to have a positive effect on the motivation and performance of the students in chemistry and on the quality of the students’ knowledge of chemistry.

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Towns, Marcy. "A Brief History of the Gordon Research Conference in Chemistry Education Research and Practice." Journal of Chemical Education 87, no. 11 (November 2010): 1133–34. http://dx.doi.org/10.1021/ed100085f.

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Szteinberg, Gabriela, Scott Balicki, Gregory Banks, Michael Clinchot, Steven Cullipher, Robert Huie, Jennifer Lambertz, et al. "Collaborative Professional Development in Chemistry Education Research: Bridging the Gap between Research and Practice." Journal of Chemical Education 91, no. 9 (August 2014): 1401–8. http://dx.doi.org/10.1021/ed5003042.

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Kubiatko, Milan. "MARGINAL TOPICS IN THE RESEARCH OF SCIENCE EDUCATION." Problems of Education in the 21st Century 80, no. 3 (June 25, 2022): 392–94. http://dx.doi.org/10.33225/pec/22.80.392.

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The researchers all over the world are focused on different topics. Many of them have got a character of “mainstream”. When the reader is searching for science education journals, it is possible to find some research areas typical for every science subject (physics, chemistry, etc.). One of the topics is the problems connected with wrong ideas/preconceptions/misconceptions among different age groups, from elementary school pupils through high school pupils till university students and adult population.

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