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Chemistry Education Research and Practice
IF
2.29
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899
Papers 924
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Newest
Published on Jan 1, 2019in Chemistry Education Research and Practice 2.29
Nicolás Veiga7
Estimated H-index: 7
,
Florencia Luzardo + 2 AuthorsJulia Torres11
Estimated H-index: 11
As a fundamental part of their chemical education, first-year undergraduate students are substantially involved in laboratory activities. Despite the specific teaching staff choices on the main laboratory aims, students normally receive a vast amount of information during these activities. Apart from understanding theoretical content, fundamental skills such as manipulation, data collection and interpretation should be developed. In this context, learners could feel overwhelmed since they can on...
Published on Jan 1, 2019in Chemistry Education Research and Practice 2.29
Karina Adbo6
Estimated H-index: 6
(LNU: Linnaeus University),
Karina Adbo , Clara Vidal Carulla
This study focuses on the design of play-based learning activities for chemistry in preschool. Viewing chemistry as a part of our past and present culture instead of as a subject, provides the backdrop for a more holistic approach to chemistry within this specific environment. A cultural-historical perspective, together with scaffolding, emergent science skills and sustained shared thinking, made up the framework for the design of the learning activities. Results show that when scaffolding and e...
This paper represents the second contribution from an action research study on a bachelor-level quantum chemistry and spectroscopy course. In the proposed instructional model, active learning principles are extended outside lectures to form a student-centred course structure. The new model resulted in superior learning outcomes compared to a class where active learning elements were limited to course lectures, as demonstrated by previous research. In this article, I try to understand this improv...
Published on Jan 1, 2019in Chemistry Education Research and Practice 2.29
Gwendolyn A. Lawrie14
Estimated H-index: 14
(UQ: University of Queensland),
Madeleine Schultz12
Estimated H-index: 12
(Deakin University)
+ 1 AuthorsBronwin L. Dargaville1
Estimated H-index: 1
(QUT: Queensland University of Technology)
Several common characteristics of the journey towards tertiary teaching expertise have been deduced through a detailed analysis of transcripts that originated from interviews conducted with ten recognised excellent tertiary chemistry teachers. The interviews were structured around Loughran's CoRe questions and yielded deep insights into the topic specific professional knowledge and reflective practice of the participants. The interview participants offered their insights into changes that occurr...
Published on Jan 1, 2019in Chemistry Education Research and Practice 2.29
Jacob C. Lutter3
Estimated H-index: 3
(UM: University of Michigan),
Lillian V. A. Hale3
Estimated H-index: 3
(UM: University of Michigan),
Ginger V. Shultz7
Estimated H-index: 7
(UM: University of Michigan)
Graduate students play a critical role in undergraduate education at doctoral-granting institutions and yet their training is often brief and overgeneralized. Little is known about how they develop knowledge for teaching chemistry in this context. To further understand how graduate students develop knowledge for teaching, we used a questionnaire to measure pedagogical content knowledge of solution chemistry concepts. These concepts are revisited frequently in the undergraduate curriculum, partic...
Published on Jan 1, 2019in Chemistry Education Research and Practice 2.29
Nicole Baldwin (UNLV: University of Nevada, Las Vegas), MaryKay Orgill8
Estimated H-index: 8
(UNLV: University of Nevada, Las Vegas)
Practicing chemists use models, diagrams, symbols, and figures to represent phenomena which cannot be detected by the human senses. Although research suggests that these external representations (ERs) can also be used to address the challenges that students have in learning chemistry, it is not clear how instructors' use of ERs aligns with their perceptions of student learning difficulties. In other words, do instructors use ERs to address what they perceive as students' major challenges in lear...
Published on Jan 1, 2019in Chemistry Education Research and Practice 2.29
Stephen R. George-Williams (Monash University), Dimitris Karis (Monash University)+ 5 AuthorsTina Overton11
Estimated H-index: 11
(Monash University)
How students behave and learn in the teaching laboratory is a topic of great interest in chemical education, partly in order to justify the great expense of teaching laboratories. Much effort has been put into investigating how students think, feel and physically act in these unique learning environments. One such attempt was made through the generation and utilisation of the Meaningful Learning in the Laboratory Instrument (MLLI). This 30 question survey utilised Novak's theory of Meaningful Le...
Published on Jan 1, 2019in Chemistry Education Research and Practice 2.29
Jon-Marc G. Rodriguez1
Estimated H-index: 1
(Purdue University),
Kinsey Bain4
Estimated H-index: 4
(MSU: Michigan State University)
+ 1 AuthorsMarcy H. Towns18
Estimated H-index: 18
(Purdue University)
Problem solving is a critical feature of highly quantitative physical science topics, such as chemical kinetics. In order to solve a problem, students must cue into relevant features, ignore irrelevant features, and choose among potential problem-solving approaches. However, what is considered appropriate or productive for problem solving is highly context-dependent. This study is part of a larger project centered on students’ integration of chemistry and mathematics knowledge and skills. The da...
Published on Jan 1, 2019in Chemistry Education Research and Practice 2.29
Victoria DeCocq1
Estimated H-index: 1
(MSU: Missouri State University),
G. Bhattacharyya1
Estimated H-index: 1
(MSU: Missouri State University),
Gautam Bhattacharyya1
Estimated H-index: 1
(MSU: Missouri State University)
We report our qualitative study of twenty-four students enrolled in the second-semester of a second-year undergraduate (sophomore-level) organic chemistry course, Organic Two. We asked the research participants to propose the product and electron-pushing mechanism of elementary mechanistic steps in the absence and presence of the corresponding overall transformation. We also asked the students about their preferences of representational systems when working on tasks common to Organic Two to asce...
Published on Jan 1, 2019in Chemistry Education Research and Practice 2.29
Vanessa R. Ralph1
Estimated H-index: 1
,
Scott E. Lewis9
Estimated H-index: 9
Students who score within the bottom quartile on cognitive measures of math aptitude have been identified as at-risk for low performance in chemistry courses, with less attention as to why such differential performance persists. At-risk students struggle most differentially on assessment items related to the mole concept and stoichiometry. An exploration as to the nature of the differential performance observed became of great interest as the assessment of these topics rarely progresses beyond m...
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