Chemistry Education and the Post-constructivist Perspective of Bruno Latour

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Almost everyone who teaches chemistry in the K-12 system (or its foreign equivalents) and almost everyone employed as a faculty member in a chemistry department qualifies as a chemical educator: we are chemists interested in helping others understand chemistry. One way to look at the chemical education community is to divide our activities into a spectrum of three intertwined branches: instruction, practice, and research. The branches intertwine because many of us are active in more than one branch.Instruction is familiar to all of us. Even if we do not engage in instruction, we have been on the receiving end. Instructors use their knowledge to assist their clientele’s learning. It is not difficult to identify the largest group of instructors: we are teachers in K-12 classes or faculty in post-secondary classrooms and teaching laboratories at all levels (from technical schools and two-year colleges to medical and graduate schools). Graduate teaching assistants, who bear a significant part of the responsibility for delivering instruction at many institutions, constitute another group. However, instruction occurs in settings other than the classroom and teaching laboratory. Tutors who staff learning centers are instructors. Research directors who direct the laboratory work of undergraduate and graduate students are instructors. The chemical education component of their activities lies in the transmission of attitudes, skills, and habits of inquiry to their students.Many chemical educators are practitioners. Practitioners coordinate or direct programs and develop the tools and methods used to teach chemistry. The obvious practitioners are directors of general chemistry or directors of teaching laboratories. Others of us include software developers, textbook authors, and those who develop laboratory experiments or lecture demonstrations. Less obvious may be those involved in curriculum development, outreach, and teacher preparation. We should also include institutional staff at the ACS, NSF, and government departments of education in addition to laboratory managers and many other professional staff at post-secondary institutions. Another important and overlooked group are reviewers. Their work goes almost unnoticed, yet a thoughtful review can greatly improve a textbook, laboratory experiment, or journal article.A smaller group of chemical educators do research in chemical education. Those engaged in chemical education research examine what works and why or why not. Some are members of schools of education; others are members of chemistry departments. Chemical education researchers can provide tested, theory-based, or data-based insights and methodologies to the chemical education community. We focus on a variety of basic research questions. How and why do students learn? Why is chemistry difficult, even for many good students? What works to facilitate effective learning

The focus of this systematic literature analysis is to provide a comprehensive review of earlier research on the utilisation of 3D printers in chemistry education. The objective is to offer research-based knowledge for developing chemistry education through following research questions: what kind of work has been done in the field of 3D printing in chemistry education; what kind of design strategies have been implemented; how 3D printing has been used in chemistry education research. The data consists of 47 peer-reviewed articles which were analysed via qualitative content analysis using a technological pedagogical content knowledge framework. Theoretical framework was selected because integrating 3D printing in chemistry education requires knowledge of chemistry, technology, and most importantly, pedagogy. Our research indicates that integrating 3D printing begins by analysing current challenges which are reasoned via pedagogical or technological content knowledge-based arguments. 3D printing was used for producing solutions (e.g. physical models) that support working with found challenges. In chemistry education research, 3D printing has mainly been used for printing research instruments; few studies have investigated its effect on learning or students’ perceptions towards it. There is a great need for comprehensive student-centred pedagogical models for the use of 3D printing in chemistry education.

Chemistry education research (CER) ranges from understanding the history and philosophy of chemistry, which guides on us how chemistry knowledge was developed, to the developments and application of modern technologies and tools for a more effective teaching of chemistry. CER plays a mediator role in translating recent discoveries in the field of chemistry into content that can be understood by students. Like in many academic disciplines, it is necessary for chemistry educators to pause periodically and take stock of what kind of research we are doing and where chemistry education is going. A content analysis of research papers can guide scholars with a strong indication of the extent to which journal editors and scholars prioritize research in the chemistry education field and whether there have been changes in the subject matters studied and research methods employed over time. This chapter focuses on the development of research in chemistry education in Turkey through a content analysis of 1338 research papers published in peer-reviewed journals and compares it to international research published in high status journals that publish CER. It starts with a brief introduction to the Turkish education system and teaching chemistry as a discipline in Turkey. Attention then moves to the research in chemistry education in the world and Turkey. Content analyses of CER papers published by Turkish chemistry educators are compared with CER published by highly respected international journals. The results indicated that although CER has showed a visible increase in Turkey since 2000 and the number of national and international publications is increased, there are still problems with publishing high quality research papers in respected international journals. The chapter concludes with a discussion on the status and future of CER in Turkey.

In this chapter, we review recent trends in the philosophy of chemistry and its applications in chemical education. Chemistry has maintained quite a peripheral existence in the philosophy of science for a long time, thus evading focused attention and critical analysis. However, since the 1990s an increasing number of books, journals, conferences and associations focused on philosophy of chemistry highlighting the contributions of chemistry to philosophy of science (Bhushan and Rosenfeld, Of minds and molecules: new philosophical perspectives on chemistry. Oxford University Press, Oxford, 2000; Hendry, The metaphysics of chemistry. Oxford University Press, 2012; McIntyre and Scerri, Synthese 111(3):211–212, 1997; Scerri and McIntyre, Synthese 111(3):213–232, 1997; Schummer, The philosophy of chemistry: From infancy toward maturity. In: Baird D, Scerri E, McIntyre L (eds) Philosophy of chemistry: synthesis of a new discipline. Springer, Dordrecht, pp 19–39, 2006; Van Brakel, Ambix 57(2):233–234, 2010; Van Brakel, Synthese 111(3):253–282, 1997; Woody, Philosophy of Science 67 (Proceedings):S612–S627, 2000). The uptake of this new domain in the context of chemical education research and practice has been minimal despite some earlier acknowledgment of the potential significance for chemical education (Erduran, Science & Education 10:581–593, 2001; Gilbert et al. Research and development for the future of chemical education. In: Gilbert et al. (eds) Chemical education: towards research-based practice. Kluwer, Dordrecht, pp 391–408, 2003). The special edition of the Science & Education journal on ‘Philosophy, Chemistry and Education: An Introduction’ (Erduran, Science & Education, 2013) is the first collection where the work on the applications of philosophy of chemistry in chemical education has been collated. This chapter will begin with an overview of some of the key and example debates in philosophy of chemistry. These examples will include themes such as reductionism (e.g. Scerri, Journal of Chemical Education 68(2):122–126, 1991) and supervenience (e.g. Papineau, Arguments for supervenience and physical realization. In: Savellos EE, Yalcin U (eds) supervenience: new essays. Cambridge University Press, 1995) as well as aspects of chemical knowledge such as laws (e.g. Christie and Christie, “Laws” and “theories” in chemistry do not obey the rules. In: Bhushan N, Rosenfeld S (eds) Of minds and molecules. Oxford University Press, Oxford, pp 34–50, 2000), models (e.g. Woody, Science & Education, 2013) and explanations (e.g. Hendry, The chemical bond: structure, energy and explanation. In: Dorato M, Redei M, Suarez M (eds) EPSA: Philosophical issues in the sciences: launch of the European Philosophy of Science Association. Springer, Berlin, pp 117–127, 2010.). Second, the implications of these themes for chemical education research and practice will be explored. The central argument is that understanding of how chemistry is conceptualised and how chemistry is learned, chemical education research has to be informed by the debates about the epistemology and ontology of chemistry. The discussion will be contextualised in the area of nature of science (NOS) that has been one of the highly studied areas of research in science education (Chang et al. Journal of Science Education and Technology, 2010). Contributions of how philosophy of chemistry can contribute to the characterisation of NOS by nuanced perspectives on the nature of chemistry will be discussed. Theoretical perspectives and empirical studies on NOS have tended to focus on domain-general aspects of scientific knowledge with limited understanding of domain-specific ways of thinking. NOS literature can be further developed both theoretically and empirically, thereby contributing more to HPS studies in science education. Third, some applications of philosophy of chemistry in chemical education will be reviewed in more detail. For example, proposed work for secondary chemical education, including the context of the teaching of periodic law through argumentation, will be visited (e.g. Erduran, Foundations of Chemistry 9(3):247–263, 2007). Fourth, the chapter will argue that there is developing potential for reciprocal interplay between philosophy of chemistry and chemical education. While philosophy of chemistry has the potential to influence chemistry education, chemistry education in turn can influences philosophy of chemistry, particularly in relation to empirical foundations of chemical reasoning. The paper will conclude with some recommendations on the future directions of research in chemical education that is informed by philosophy of chemistry.

The Impact of Supplemental Instruction on the Performance and Attitudes of General Chemistry Students

In his address at the ACS Award for Achievement in Research for the Teaching and Learning of Chemistry Symposium, Herron advised young researchers in chemistry education to a) be true to their own sense of purpose, b) be flexible enough to take advantage of unique opportunities, c) shun puffery, d) do careful research, e) communicate results clearly, and f) develop sound learning theory while g) supporting important scholarship not closely tied to theory. Because his 1975 article, Piaget for Chemists, and resulting emphasis on (psychological) constructivism as a guide to research in chemistry education were cited in support of Herron's nomination for this award, he has also responded to Scerri's 2003 article criticizing the use of constructivism in chemistry education.

Each year, it seems, more divisions devoted to chemical education are created in university chemistry departments around the country. A few universities have even established advanced degree programs in chemical education. But although a need for greater attention to reform of chemical education is widely appreciated, research in the area of chemical education is perhaps not as well understood. That's the reason, says Texas Tech University assistant chemistry professor Patricia A. Metz, that a session was held by the Division of Chemical Education to showcase scholarly activities in chemical education. Metz organized the half-day symposium, which brought speakers from across the country to discuss research efforts currently under way. Metz hopes the symposium will help chemistry faculty members understand and accept research in chemical education as appropriate scholarly activity for a chemistry department. At the symposium, a definition and set of goals for scholarship in chemical education were presente...

This special issue focuses on the research and development, as well as pedagogical approaches, of the implementation of green and sustainable chemistry practices within the framework of chemistry education, as showcased at ECRICE 2024.The 16th European Conference on Research in Chemical Education took place at NOVA School of Science and Technology, Campus da Caparica, Portugal, between September 5 and 7, 2024.This conference on research in chemical education represented a significant opportunity to share new findings and advancements in the field.Understanding how learners acquire knowledge and how to facilitate and stimulate this process is vital.It is essential to explore several learning environments, embracing new educational tools and innovative approaches that integrate neuroeducation, technology, and artificial intelligence into chemical education to enhance student engagement.However, in the current context, these efforts alone are not sufficient.It is imperative to view these initiatives through the lens of sustainability, particularly in alignment with the 17 Sustainable Development Goals (SDGs) and the 2030 Agenda for Sustainable Development. 1 Therefore, ECRICE 2024s theme was "Chemical Education for Sustainable Development: Empowering Education Communities", Figure 1.The 17 Sustainable Development Goals (SDGs) proposed by the United Nations and adopted in 2015, emphasise sustainable and environmentally friendly chemistry.Since then, educational systems have begun to integrate these goals, promoting a future that values both human and environmental well-being. 1,2As a result, practical chemistry education increasingly reflects sustainability and green chemistry (GC) principles, integrating them in the curriculum. 2,3Teachers play a crucial role by incorporating green activities, microscale experiments, and ecofriendly reactants, significantly influencing students' sustainable practices and behaviours. [3][4]4][5][6] Laboratory work plays a pivotal role in chemistry education, 7-9 not only because it helps connect theory to practice, boosts motivation, increases students' interest in learning science, supports the acquisition of laboratory skills and techniques, and improves understanding of fundamental procedural and conceptual knowledge (such as concepts, principles, laws, and theories), but also because it also fosters scientific attitudes like rigour, persistence, reasoning, critical thinking, creativity, objectivity, curiosity, responsibility, and cooperation.Engaging in laboratory activities enhances critical thinking and problem-solving abilities, enabling students to apply the scientific method through trial and error.It also improves scientific reasoning by familiarising students with processes of scientific inquiry.Moreover, it can inspire curiosity and support personal growth by promoting social skills through collaborative activities.Ultimately, laboratory work is rooted in active learning: 10-14 it transforms students into active participants by allowing them to experiment, manipulate materials, and directly engage with scientific phenomena.And knowing these, the focus of implementing green (GC) and sustainable chemistry (SC) in schools is rooted in school laboratory practices. 14,15It is important to note that although sustainable chemistry (SC) provides a broader perspective than green chemistry (GC), green chemistry aims to minimise waste, reduce energy consumption, and improve safety in chemical processes to lessen harmful impacts; it mainly focuses on

This work starts from four assumptions which stand as the background for the research aims and methodological strategies: (i) in the process of construction of scientific knowledge, the access to the reality of Nature is necessarily mediated by interactions that we establish with it; (ii) the interpretation of the results of such interactions leads to theoretical and scientific constructs; (iii) such constructs are not identical to reality itself, since they are possible interpretations, constrained by the performed interactions; (iv) an explicit account of the relationships between reality -- interaction -- interpretation -- representation is essential to a science education that intends to be emancipatory, since it allows to transcend the boundaries of content--centered teaching. Such relationships need special attention from chemical educators, given the essential role played by models and representations in the processes of construction and communication of chemical knowledge. An extensive literature search revealed various attempts to describe chemical activity and chemistry teaching that do not satisfactorily address the relationships between reality, interaction, interpretation and representation. Since such relationships are of semiotic nature, the present research aimed at: reconceptualizing the different attempts to describe the chemists' activity and the teaching of chemistry, in the light of the philosophy of Charles Sanders Peirce; characterizing, within the developed theoretical framework, the strategies employed in General Chemistry textbooks to communicate chemical knowledge; and establishing correlations between such strategies, the historical evolution of chemical knowledge and the different conceptions about chemistry. Peirce's theory showed to be useful for elucidating philosophical problems identified in descriptions of chemical activity and in chemistry teaching. Realizing that experimental evidences act as signs of an object (reality), to which we can only have partial access, contributes to the understanding of scientific activity as an ever--evolving process. From this perspective, 31 textbooks were analyzed and it was possible to identify different approaches to chemical knowledge: chemistry as an applied and practical science (early twentieth century), chemistry as the science of the microscopically invisible (emphasis on principles, from the 1950s) and, currently, chemistry as the science of interfaces. Passing from one approach to the other involved changes in the strategies for representing chemical content: illustrations of experiments and apparatus were almost totally neglected in favor of the representations of atoms and molecules, whose "reality" was built along the century with increasingly elaborated graphics and semiotic strategies such as increasing iconicity. The 1980s brought a huge number of illustrations, distributed among directly inaccessible phenomena and applications of chemistry in our daily life. The discursive strategies used throughout the century, as well as their implications for the teaching of chemistry discussed in this thesis, suggest that Peirce's semiotics is fertile and promising for research in chemical education.

Use of comparative research in the study of chemistry education: A systematic analysis of the literature

ADVERTISEMENT RETURN TO ISSUEPREVCommentaryNEXTTwenty Years of Learning: How To Do Research in Chemical Education. 2003 George C. Pimentel AwardGeorge Bodner View Author Information Department of Chemistry, Purdue University, West Lafayette, IN 47907Cite this: J. Chem. Educ. 2004, 81, 5, 618Publication Date (Web):May 1, 2004Publication History Received3 August 2009Published online1 May 2004Published inissue 1 May 2004https://pubs.acs.org/doi/10.1021/ed081p618https://doi.org/10.1021/ed081p618article-commentaryACS Publications. This publication is available under these Terms of Use. Request reuse permissions This publication is free to access through this site. Learn MoreArticle Views1050Altmetric-Citations17LEARN ABOUT THESE METRICSArticle Views are the COUNTER-compliant sum of full text article downloads since November 2008 (both PDF and HTML) across all institutions and individuals. These metrics are regularly updated to reflect usage leading up to the last few days.Citations are the number of other articles citing this article, calculated by Crossref and updated daily. Find more information about Crossref citation counts.The Altmetric Attention Score is a quantitative measure of the attention that a research article has received online. Clicking on the donut icon will load a page at altmetric.com with additional details about the score and the social media presence for the given article. Find more information on the Altmetric Attention Score and how the score is calculated. Share Add toView InAdd Full Text with ReferenceAdd Description ExportRISCitationCitation and abstractCitation and referencesMore Options Share onFacebookTwitterWechatLinked InRedditEmail PDF (137 KB) Get e-Alertsclose SUBJECTS:Chemistry education,Elements,Students,Teaching and learning methods Get e-Alerts

This editorial coincides with my start as Editor for Chemistry Education Research and Practice (CERP). Since the purpose of CERP is to serve the chemistry education community of authors and readers, this editorial describes my reflection on how CERP serves the chemistry education community. CERP provides a ready venue for authors to share chemistry education research (CER) and for researchers and educators to learn from this research. By focusing exclusively on CER, it has served to differentiate CER from more general education research and scholarship in teaching and learning products. As a result, CERP provides clear recognition of CER including to those outside the field of chemistry education. A particular strength of CERP is the number of reviewers who provide constructive feedback within their reviews. This feedback supports authors in advancing their work and serves the readers by improving the quality and relevance of the work that appears in CERP. In closing, possibilities for how CERP may better serve the chemistry education community are raised as an ongoing discussion with the community.

There has been a discussion about quality criteria in chemistry education research in the scientific community. This paper is based upon the idea that the values prevailing in research are reflected in the criteria that are suggested and used to judge research papers. Two research questions were addressed: what are the quality criteria of research in chemistry education; and in what ways do exemplary papers meet quality criteria? The quality criteria were ascertained from the literature. Exemplary papers to illustrate the criteria were selected from a sample of 81 research papers published in JRST and IJSE 1991-1997. The result was a list of criteria subsumed in six categories. Five exemplary studies were chosen to illustrate the criteria. The criteria are discussed in terms of underlying values. This paper contributes initial ideas and intends to trigger a discussion of quality criteria in chemistry education research.

There has been a discussion about quality criteria in chemistry education research in the scientific community. This paper is based upon the idea that the values prevailing in research are reflected in the criteria that are suggested and used to judge research papers. Two research questions were addressed: what are the quality criteria of research in chemistry education; and in what ways do exemplary papers meet quality criteria? The quality criteria were ascertained from the literature. Exemplary papers to illustrate the criteria were selected from a sample of 81 research papers published in JRST and IJSE 1991-1997. The result was a list of criteria subsumed in six categories. Five exemplary studies were chosen to illustrate the criteria. The criteria are discussed in terms of underlying values. This paper contributes initial ideas and intends to trigger a discussion of quality criteria in chemistry education research.