Research in Chemical Education - the Third Branch of Our Profession

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.

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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.

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

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 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.

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

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.

The close of ChemConf’97 at the end of July gives me the opportunity to reflect on the effect of the Internet on scholarship and education in chemistry. This conference was first held in 1993, continued in 1996 and 1997, and is slated to run again September through December of 1997 and February through May of 1998. The quality of the papers presented and discussed at the last session was outstanding. The presenters included many of the premier names in chemical education. The Chemical Educator is proud to serve as an archive for one of those papers. This issue offers as its “sample article,” available free to anyone who registers at our Internet site, a paper presented at ChemConf’97 by Mary L. Swift and Theresa Zielinski. This paper “What Every Chemist Should Know About Computers II” addresses the challenges and opportunities associated with the use of computer technology in chemical education. We are also proud to have Hugh Cartwright, who presented his paper “Nature Doesn’t Solve Equations, So Why Should We? Mathematically-Lean Simulations in Chemistry” at the conference, on our Board of Editors and acting as our Media-Review Editor.

Ernesto Giesbrecht, Brazil s foremost inorganic chemist, and chemical educator was born in Ponta Grossa, Parana, Brazil in 1921 and passed away in Sao Paulo in 1996. He obtained the Bachelor Degree in Chemistry from the University of Sao Paulo in 1943 and was awarded a Doctor of Science Degree by the same institution in 1947. He worked at the University of Sao Paulo most of his life and published over one hundred and fifty scientific papers dealing with alkaloids, compounds of sulfur, selenium, and tellurium, chemical education, and the chemistry of Lanthanides and actinides. He trained approximately thirty research scientists in inorganic chemistry, which eventually spread chemical education and inorganic chemistry throughout Brazi I. Prof. Ernesto Giesbrecht was a great chemical educator and may be considered the father of Brazilian Inorganic Chemistry.

Assessment instruments that generate quantitative data on attributes (cognitive, affective, behavioral, etc.) of participants are commonly used in the chemistry education community to draw conclusions in research studies or inform practice. Recently, articles and editorials have stressed the importance of providing evidence for the validity and reliability of data collected with these instruments following guidance from the Standards for Educational and Psychological Testing. This study examines how quantitative instruments have been used in the journal Chemistry Education Research and Practice (CERP) from 2010–2021. Of the 369 unique researcher-developed instruments used during this time frame, the majority only appeared in a single publication (89.7%) and were rarely reused. Cognitive topics were the most common target of the instruments (56.6%). Validity and/or reliability evidence was provided in 64.4% of instances where instruments were used in CERP publications. The most frequently reported evidence was single administration reliability (e.g., coefficient alpha), appearing in 47.9% of instances. Only 37.2% of instances reported evidence of both validity and reliability. These results indicate that, as a field, opportunities exist to increase the amount of validity and reliability evidence available for data collected with instruments and that reusing instruments may be one method of increasing this type of data quality evidence for instruments used by the chemistry education community.

This Review of Chemistry Education Research (CER) provides an overview of the development of research in chemistry education from the early days, when ideas about how to teach chemistry and help students learn were guided by practitioner wisdom, to current research that is based on theories of learning and provides evidence from which to make arguments about improving teaching and learning. We introduce the dominant learning theories that have guided CER over the years and attempt to show how they have been integrated into modern research in chemistry education. We also provide examples of how this research can be used to inform the development and use of educational materials. Because CER literature is vast, we chose to limit the research we reviewed to those studies that help us answer three driving questions: (1) What should students know and be able to do with that knowledge? (2) How will we know that students have developed a coherent and useful understanding of chemistry? (3) What evidence do we have about how to help students develop a deep and robust understanding of chemistry?

Identifying effective methods of assessment and developing robust assessments are key areas of research in chemistry education. This research is needed to evaluate instructional innovations and curricular reform. In this primer, we advocate for the use of a type of assessment, ordered multiple-choice (OMC), across postsecondary chemistry. OMC assessments are grounded in a developmental perspective, which treats students’ knowledge as developing in sophistication over time. This is in contrast to a dichotomous perspective, which asserts that students’ knowledge is either aligned or misaligned with scientifically accepted knowledge. By drawing on a developmental perspective, OMC assessments offer insights into student understanding that can be useful for informing instruction. To that end, this primer will overview OMC assessments, illustrate their development and evaluation in two chemistry contexts, and make an argument for their utility in the chemistry education community.

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

Summaries Summaries English In this article, a major review of recent researches and developmental studies in chemical education is presented. The review summarizes and evaluates some 250 different articles and papers published mainly during the period 1975‐77, under the following headings: general research in chemical education, content‐oriented research, research into methods of chemical education, teaching aids and the use of educational technology, research in assessment and evaluation. Trends existing in the various research areas are identified, and future research needs and priorities suggested. Dieser Beitrag bietet eine grössere Übersicht über neue Untersuchungen und Entwicklungsstudien zum Chemieunterricht. Der Artikel beschreibt und evaluiert ca. 250 verschiedene Artikel und Aufsätze, die hauptsächlich in den Jahren 1975‐77 unter folgenden Überschriften veröffentlicht wurden: Allgemeine Untersuchungen über Chemie‐Unterricht, Forschung über Unterrichtsinhalte, Untersuchung über Methoden des Chemieunterrichts, Unterrichtshilfsmittel und die Verwendung von Unterrichtstechnologie, Untersuchungen über Schülerbeurteilungen und Evaluation. Trends der verschiedenen Forschungsbereiche werden beschrieben und zukünftige Forschungsaufgaben und Prioritäten vorgeschlagen. Le présent article fait le point sur les récentes recherches et études appliquées relatives à la formation des chimistes. Cette étude générale comprend le résumé et l'évaluation de 250 articles et dossiers principalement publiés entre 1975 et 1977 et intitulés comme suit: recherche générale appliquée à la formation de chimistes, recherche fondamentale, recherche appliquée aux méthodes de formation des chimistes, aux matériaux d'enseignement et à l'utilisation des techniques pédagogiques, recherches de définition et d'évaluation. Une détermination des courants qui se manifestent dans les différents secteurs de la recherche est donnée. Par ailleurs, les besoins et les priorités en matière d'avenir de la recherche sont dégagés dans cet article.