Related Papers
Handbook of Research on Science Education, Volume II
The Many Faces of High School Chemistry
2011 •
Keith S Taber
Mustafa SOZBILIR
Chemistry education research, which focuses on the more specific field of teaching and learning chemistry, has emerged as a new field of research. Chemistry education lies somewhere in between the chemistry as a science as well as educational sciences. It is a specific sub-discipline of chemistry which requires bringing elements of human learning theories together with the particular chemistry content to facilitate learning. Chemistry education as a science should be continuously developed base on research widely carried out. The chemistry education research has to play a mediator role in translating the recent discoveries in the field of chemistry into the content that is easy to understand by young people at school. The aim of this study is to provide an outline for the development of chemistry education research and analyze the papers published in highly respected international science/chemistry education journals that published in English in terms of content and methodological aspects. For this purpose, chemistry education research papers published in the last 15 years in international journals were subjected to analysis. The papers were analyzed in terms of content, subjects studied, research design. A literature search through the online mediums and libraries yielded over thousand chemistry education papers published since 1997. This analysis results will be presented in terms of frequently studied subject matters and titles as well as methodological trends in chemistry education research papers. The findings of this study will be illuminating the contribution of different nation to the development of chemistry education research knowledge and also the current trends leading the world.
Journal of Chemical Education
Chemistry in the Field and Chemistry in the Classroom: A Cognitive Disconnect?
2006 •
Diane M Bunce
Chemistry Teaching at School - Problems and Solutions
2011 •
Milena Koleva
Recent years have seen the subsiding interest in sciences, including Chemistry, among young people. In general, the cause of this negative tendency has not been clearly defined. To a certain extent it may be due to the transition of our society toward a different political and social system. Another possible cause is the globalization and its impact on the educational process. Chemistry is regarded as tough science by young and adult learners. The teaching content of most school courses in chemistry add their finishing touch to the entire picture. Disproportionate informational input, too much theorization and systematic ignoring of laboratory experiments in chemistry have discouraged a great number of students who would otherwise direct their interest to this particular subject. Last but not least is the lack of whatever prospects for those who would venture in making a career in chemistry.
Chemistry Teacher International
Molecular School– a pre-university chemistry school
Dora Pontinha
The planning, implementation and results of the first edition of the Molecular School are presented, as the first pre-university school project held in Portugal. This is not, however, a strictly Portuguese project, since it can be replicated in other countries at the secondary school level, with minor adjustments. Herein, the pilot edition of Molecular School is detailed and discussed, where 36 secondary school students have participated. The plan for the second edition, to be held in the first semester of 2021, with the confirmed participation of around 100 students, is further presented. Briefly, the project is divided in two modules: theoretical and laboratory work. These were prepared in a complementary way and performed to achieve the same purpose: deliver a wider vision of what chemistry really is. Hence, the classes were designed having in mind the applications that chemistry has in our everyday life, in the different academic research fields and in industry. A better prepara...
Journal of Education and Learning
A Picture of Chemistry: A Case Study from High Schools (Hakkari Sample)
Medine Baran
This research aims to draw a picture of chemistry lessons based on students’ opinions in Hakkari, Turkey. The research design is a case study. An open-ended qualitative questionnaire consisting of 15 questions was used. The questionnaire was applied to 463 tenth- and eleventh-grade students studying at high schools in Hakkari. The data obtained were analyzed using qualitative and quantitative methods: content analysis, correlation tests, and chi-square tests. As a result, two categories were found: the factors affecting chemistry teaching and the effect of chemistry on students’ daily and future lives. According to this, students’ interest in chemistry is a factor in learning chemistry, the teaching method used by the teacher is an essential factor for chemistry, and having enough knowledge of chemistry affects achievement in other courses. A significant difference was found between female and male students choosing chemistry in their future careers, and the results were in favor of...
Science & Education
History and Philosophy of Science Inside Chemistry: Implications for Chemistry Education
2016 •
Kevin de Berg
Meeting the Challenges of Teaching Chemistry for General Education Students: Summary of the Fall 2007 ConfChem Conference
Vladimir Garkov
Disciplinary and Interdisciplinary Science Education Research
Progressing chemistry education research as a disciplinary field
Keith S Taber
This article offers a viewpoint regarding the current status of chemistry education research (CER) as a scholarly field within science education, and suggests priorities for future directions of work in the field. The article begins by briefly considering what makes something a discrete field of activity, and what makes such a field ‘scientific’. This provides a basis for understanding and evaluating CER, and informs a consideration of imperatives and priorities for progressing the field. In particular, it is suggested one emphasis should be on areas of work which can be considered ‘inherent’ to CER as they arise from essential aspects of chemistry teaching and learning, and some examples of such inherent research foci (the ‘chemist’s triplet’; models in chemistry; chemical explanations) are briefly discussed.
Journal of Chemical …
Report of the Task Force on Chemical Education Research of the American Chemical Society Division of Chemical Education
1994 •
Loretta Jones
