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

L'auteur souhaite faire un bilan des methodes de collectes des donnees en education comparee. Ce bilan permet de repondre a cinq questions : La methodologie de recherche fait-elle partie des discussions dans ce champs de recherche? Quelles sont les strategies de recherche de ceux qui publient actuellement en education comparee? La variete des strategies de recherche est-elle reduite dans ce domaine? Les zones geographiques concernees par les travaux se sont-elles elargies? De la recherche qualitative ou de la recherche quantitative, laquelle tient le plus de place? Les sources de l'auteur pour realiser cette synthese sont essentiellement les periodiques specialises : Comparative education review, Comparative education et International Journal of educational development. L'auteur definit une typologie des recherches et procede a l'analyse de contenu des publications du point de vue des strategies de recherche de 1960 a 1995.

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

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.

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

Previous articleNext article No AccessThe Immanent Evolution of Education: A Neglected Aspect of Comparative EducationFriedrich Schneider, Ursula Kirkpatrick, Lisa Fellner, and George BeredayFriedrich Schneider Search for more articles by this author , Ursula Kirkpatrick Search for more articles by this author , Lisa Fellner Search for more articles by this author , and George Bereday Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 4, Number 3Feb., 1961 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/444845 Views: 8Total views on this site Citations: 10Citations are reported from Crossref PDF download Crossref reports the following articles citing this article:Danijela Milošević, Jelena Maksimović, Methodology of Comparative Research in Education: Role and Significance, International Journal of Cognitive Research in Science, Engineering and Education 8, no.33 (Dec 2020): 155–162.https://doi.org/10.23947/2334-8496-2020-8-3-155-162Denise Bianca Maduro Silva, Maria José Batista Pinto Flores, Luisa Fernanda Mejía Toro Otros caminos para la Educación Comparada, Paideia Surcolombiana , no.2424 (Dec 2019): 123–139.https://doi.org/10.25054/01240307.2165Andreas Kazamias , European Education 50, no.22 ( 2018): 84.https://doi.org/10.1080/10564934.2018.1462664Klara Skubic Ermenc The Role of Comparative Pedagogy in Comparative Educational Research, (May 2015): 37–56.https://doi.org/10.1108/S1479-367920140000026008Marianne A. Larsen and Jason Beech Featured Article: Spatial Theorizing in Comparative and International Education Research, Comparative Education Review 58, no.22 (Jul 2015): 191–214.https://doi.org/10.1086/675499Wing On Lee, Diane B. Napier, Maria Manzon Does context still matter? The dialectics of comparative education, Asia Pacific Journal of Education 34, no.22 (Mar 2014): 139–152.https://doi.org/10.1080/02188791.2014.887989Marianne A. Larsen Comparative Education, Postmodernity and Historical Research: Honouring Ancestors, (Jan 2009): 1045–1059.https://doi.org/10.1007/978-1-4020-6403-6_66 Erwin H. Epstein and Katherine T. Carroll Abusing Ancestors: Historical Functionalism and the Postmodern Deviation in Comparative Education Epstein and Carroll, Comparative Education Review 49, no.11 (Jul 2015): 62–88.https://doi.org/10.1086/426161 Michael M. Henry Methodology in Comparative Education: An Annotated Bibliography, Comparative Education Review 17, no.22 (Oct 2015): 231–244.https://doi.org/10.1086/445696 Reginald Edwards Comparative Education and the Psychology of Learning, Comparative Education Review 10, no.11 (Oct 2015): 21–29.https://doi.org/10.1086/445187

From the foreword: This book is a major contribution to the field of comparative and international education. It has been co-authored by two distinguished figures, who write with authority and clarity, and who present conceptual insights which add creative and intellectual vitality to the field at a time of major change and development.Changing geopolitical relations, the acceleration of globalisation and major advances in information and communication technology have all transformed and revitalised international and comparative research in education. This multidisciplinary book critically examines the implications of this change for those engaged in such work worldwide. Groundbreaking and insightful, it draws on the latest research and developments in the field to give a comprehensive overview and analysis of the contemporary condition of this valuable form of research.Drawing upon the authors' extensive international experience, the text:* Re-assesses the diverse and multidisciplinary origins of this field of study:* Documents the increased orientation towards research;* Explores the changing nature of the problems and issues faced by both new and experienced researchers;* Puts forward a coherent and well-informed case for a thorough reconceptualisation of the field as a whole.The book argues eloquently for increased cultural and contextual sensitivity in educational research and development in order that the field might make a more effective contribution to educational theory, policy and practice. This multidisciplinary work will be welcomed by a wide range of theorists and researchers in education and the social sciences, as well as teachers, policymakers and anyone concerned with improving dialogue and understanding across cultures and nations.

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The study of the comparative characteristics of cultures in international tourism is an issue of significant importance in today's globalizing world. International tourism is becoming more and more popular, and travel is accessible to more people than ever before. As different cultures come into contact around the world, understanding and respecting cultural differences become key aspects of successful travel. The purpose of this article is to look at the importance of comparative research in the context of international tourism and to discuss why understanding cultural differences is important for travelers and local communities. In addition, this article will explore the tools and methods used in comparative culture research in tourism, as well as provide examples of what conclusions can be drawn from such research. The purpose of this article is to understand the importance of comparative cultural research in the context of international tourism and to present the tools, methods and benefits associated with this research area. The article aims to highlight why understanding cultural differences is important for travelers and for the development of tourism, as well as promoting the idea of culturally sensitive international tourism. Methodology. In comparative studies on the characteristics of cultures in international tourism, qualitative methodology was mainly used. This methodology includes literature analysis, interviewing, field observations, and document analysis. Field research allowed us to obtain direct knowledge about the cultures of different regions and their influence on tourist behavior. The analysis of the literature allowed us to explore the existing knowledge about cultures and their impact on tourism.The qualitative methodology allowed for a more subjective view of the issue and understanding of cultural nuances. This research has helped identify differences and similarities between cultures and influenced the development of culturally sensitive strategies in international tourism. Culture plays a key role in the tourism experience. Customs, values, language and traditions vary greatly between different countries and regions. Understanding these differences can help travelers avoid misunderstandings and integrate into local communities in a way that respects their culture. Comparative cultural studies in tourism can identify similarities and differences between different groups of people and understand what factors influence tourist behavior. They can also help develop marketing strategies and tourism development plans that are tailored to the needs of different cultural groups. Results. This article will present examples of specific comparative research in the field of international tourism that provide valuable tips for travelers and tourism industry professionals. The conclusions from this research can contribute to the creation of a more open and tolerant world in which traveling becomes not only an adventure, but also a way to bring different cultures and people together. The rest of the article will discuss various aspects of comparative research in international tourism, including are research methods, challenges and benefits. Ultimately, this article aims to highlight that cultural comparative research is essential for the promotion of sustainable and culturally sensitive international tourism. Practical implications. The practical importance of this topic for international tourism is enormous. A comparative study of the characteristics of cultures in international tourism allows for a better understanding of cultural differences and expectations of tourists from different regions. This, in turn, makes it possible to adapt the tourist offer to the needs and preferences of different groups of tourists. Introducing culturally sensitive strategies in international tourism can help avoid cultural conflicts and improve the quality of tourism experiences. For example, understanding cultural differences can help to appropriately adapt the gastronomic offer, customs and rituals, and communication with tourists. Moreover, this research allows for the identification of trends and cultural changes, which is important for the tourism industry. They can help develop new tourism products and reach new markets. It is also worth emphasizing that an international tourist who feels understood and accepted in the place he visits has a greater chance of leaving a positive mark and returning in the future. Therefore, research on cultures in international tourism is extremely important for the long-term and sustainable development of this industry. Value/originality. The importance and originality of this topic in scientific research and the practice of international tourism cannot be overestimated. A comparative study of cultural characteristics in international tourism is important for many reasons. First, it represents a novel approach to analyzing interactions between tourists of different nationalities and destination cultures. The originality lies in the possibility of comparing different cultures during travel and examining the impact of these interactions on tourist experiences and intercultural relations. Secondly, this topic is of great practical importance. In international tourism, which is constantly developing and evolving, understanding cultural differences and tourists' expectations becomes crucial. This study can provide tools and guidance for the tourism industry on how to better tailor its offerings to the needs of tourists from different parts of the world. Third, analyzing the cultural aspects of travel can contribute to promoting sustainable tourism. Understanding and respecting the culture of destinations and minimizing the environmental impact of tourism are key to today's travel challenges.

During the last three decades, chemical education in Slovenia has developed mainly in two chemistry education research groups, one located at the University of Ljubljana and the other at the University of Maribor. The present study aims to identify research papers in the field of chemical education published between 1991 and 2019 through a database survey. From a total of 273 identified research papers in the field of chemical education, an analysis of the papers published in respected international and Slovenian journals and monographs revealed four main research fields: (1) Submicrorepresentations, Models and Animations, (2) Chemistry Teacher Education, (3) Experimental Work, and (4) Conceptions of Basic Chemical Concepts. For further analysis, only papers published in English in respected peer-reviewed international journals were used (N = 41). Based on citations in Web of Science or Scopus, it seems that papers published in the first field have the greatest impact on the international research community. Some research monographs published in Slovenian aim specifically at contributing to bridging the gap between chemical education research and classroom practice, but further actions are necessary to achieve this goal in the future.

By juxtaposing Paulston’s [Paulston, R. G. (1999). Mapping comparative education after postmodernity. Comparative Education Review, 43(4), 438–463; Paulston, 1977] demonstration of relationships between theories of social and educational change/‘reform’ and Delamont’s Four great gates: dilemmas, directions and distractions in educational research (2007), this metanarrative explores how comparative and international education research in Australia and China has evolved in terms of self-determination, planned change and strokes of luck. The tendency to adopt a deterministic/fatalistic perspective in comparative education research in this part of the world rises from the general perception that, unlike its North American and European counterparts, the field is too narrowly defined by local institutions [Denman, B. D., & Higuchi, S. (2012). At a crossroads? Comparative and international education research in Asia and the Pacific. Asian Education and Development Studies, 2(1), 4–21] and often resorts to ‘hits’ and ‘misses’. By utilizing Paulston’s work and comparing it with Delamont’s, this analysis serves as a stop-gap measure to not only help justify its means and recognize its potential but also to counter the persistent dissatisfaction that scholars try to prove and promote comparative education as a field of study in the region. In addition, the terms of reference of self-determination, planned change and strokes of luck are broadly interpreted metaphorically, using the iChing or Book of Changes (Van Over, 1971), in order to help rationally order and rhetorically clarify trends in educational scholarship, policy and practice. In the Asia and Pacific region generally, comparative and international education research can be viewed as different ways of thinking and knowing, regardless of the research methods employed. The trends, challenges, opportunities and risks associated with the field are identified as location-specific, time-sensitive and culturally unique.

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...

Previous articleNext article No AccessPresidential AddressCurrents Left and Right: Ideology in Comparative EducationErwin H. EpsteinErwin H. Epstein Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 27, Number 1Feb., 1983 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/446343 Views: 36Total views on this site Citations: 30Citations are reported from Crossref Copyright 1983 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Joseph Zajda, Val Rust Theory in Comparative Education, (Mar 2021): 37–47.https://doi.org/10.1007/978-94-024-2054-8_3Danijela Milošević, Jelena Maksimović, Methodology of Comparative Research in Education: Role and Significance, International Journal of Cognitive Research in Science, Engineering and Education 8, no.33 (Dec 2020): 155–162.https://doi.org/10.23947/2334-8496-2020-8-3-155-162Florin D. Salajan, Tavis D. Jules Exploring Comparative and International Education as a Meta-Assemblage: The (Re)Configuration of an Interdisciplinary Field in the Age of Big Data, (Jun 2020): 133–151.https://doi.org/10.1108/S1479-367920200000039014Maren Elfert, Christine Monaghan Comparative and International Education: A Field Fraught with Contradictions, (Sep 2019): 65–71.https://doi.org/10.1108/S1479-367920190000037007David A. Turner Comparative and International Education: Development of a Field and Its Method and Theory, (Aug 2019): 11–28.https://doi.org/10.1108/S1479-367920190000036002Brian D. Denman Post-worldview? A dialogic meta-narrative analysis of North-South, South-South, and Southern theory, International Journal of Comparative Education and Development 19, no.2/32/3 (May 2017): 65–77.https://doi.org/10.1108/IJCED-05-2017-0007Jose Siles Gonzalez, Carmen Solano Ruiz, Angela Gaban Gutierrez International Appraisal of Nursing Culture and Curricula: A Qualitative Study of Erasmus Students, Scientifica 2016 (Jan 2016): 1–6.https://doi.org/10.1155/2016/6354045C. C. Wolhuter Quisnam Sum Ego? Crises of Identity in Comparative Education and the Call for a Comparison of Comparative Studies, (May 2015): 15–35.https://doi.org/10.1108/S1479-367920140000026002Robert Cowen Comparative education: stones, silences, and siren songs, Comparative Education 50, no.11 (Feb 2014): 3–14.https://doi.org/10.1080/03050068.2013.871834Jürgen Schriewer Vergleichende Erziehungswissenschaft als Forschungsfeld, (Feb 2013): 15–41.https://doi.org/10.1007/978-3-531-18937-6_2Moosung Lee, Tom Friedrich Continuously reaffirmed, subtly accommodated, obviously missing and fallaciously critiqued: ideologies in UNESCO's lifelong learning policy, International Journal of Lifelong Education 30, no.22 (Mar 2011): 151–169.https://doi.org/10.1080/02601370.2010.547619Supriya Baily Trajectories of Influence, (Jan 2011): 217–233.https://doi.org/10.1007/978-94-6091-722-6_12Val D. 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Australia is presented as a unique but fertile context in terms of chemistry education research and practice. While focusing on the tertiary sector, the influence and partnerships with secondary education researchers is also recognized. A metareview of publications in key chemistry and science education research journals between 2008-2017 has been analysed to identify the breadth of chemistry education research by Australians as well as concentrations of excellence. It was found that the field is underpinned by strong leaders, mentors and role models, academics representing multiple STEM disciplines engage in publishing their chemistry education-based research. Also, the nature of research is maturing from ontological focused questions to epistemological studies.

PurposeHistorical studies of comparative education have been available and utilised in Europe and North America to justify and legitimise comparative and international education research in present day contexts (Cowen; Masemann et al.; Psacharopoulos; Schriewer). However, a review of the literature of comparative education research in Asia and the Pacific discloses that very little is known about its own history, purpose, or direction. The aim of this paper is to explore the idea that part of this circumstance stems from the fact that these fields of study are often perceived as undefined.Design/methodology/approachThis analysis suggests that in the Asia and Pacific region, research in comparative and international education is generally perceived as narrowly defined.FindingsThis article points out that the “fields” differ in terms of paradigmatic representation but are both change‐dependent, and that while comparative education research does not necessarily require an international dimension to it, international education must contain comparative elements for critical analysis and reflection.Originality/valueThe first study of its kind to review the history of comparative education research in the region.