Chemistry Education Research and Practice最新文献_第2页

Dialogical modelling processes: conversations for the social construction of scientific models in the science classroom 对话式建模过程：科学课堂中科学模型社会建构的对话

IF 3.2 2区教育学

Chemistry Education Research and Practice Pub Date : 2025-06-09 DOI: 10.1039/D5RP00017C

A. Cortés-Morales, A. Marzabal and D. Couso

{"title":"Dialogical modelling processes: conversations for the social construction of scientific models in the science classroom","authors":"A. Cortés-Morales, A. Marzabal and D. Couso","doi":"10.1039/D5RP00017C","DOIUrl":"https://doi.org/10.1039/D5RP00017C","url":null,"abstract":"Classroom dialogue is fundamental in a classroom guided by socio-constructivist views of learning due to the learning experiences teachers can provide their students through them. This descriptive and exploratory case study aims to analyse the discourse that enables teachers to facilitate students' expression of models through the study of a phenomenon in a science class. The case study presents the experiences of four secondary school chemistry teachers who implement the same teaching and learning sequence about chemical combinations. The classes were recorded, transcribed, and analysed using a qualitative research framework. The results show that teachers facilitate learning opportunities through intermittent spaces of productive classroom conversation. The analysis of these dialogical spaces lets us identify a highly distinctive dialogic process that permeates instructional modelling opportunities, which focus on four dimensions of the management of the modelling conversation: teachers' conversational directionality, the presence of non-productive classroom conversation, moments that trigger the teacher's discursive decisions and the construction of the model through instructional modelling cycles.","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 4","pages":" 867-883"},"PeriodicalIF":3.2,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145141576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Understanding the reasons and cues that guide general chemistry students’ studying decisions† 理解指导普通化学学生学习决策的原因和线索†

IF 3.2 2区教育学

Chemistry Education Research and Practice Pub Date : 2025-06-05 DOI: 10.1039/D5RP00086F

Kendra Keenan, Andrew Baquero, Ebtisam Alsharabi and Justin M. Pratt

{"title":"Understanding the reasons and cues that guide general chemistry students’ studying decisions†","authors":"Kendra Keenan, Andrew Baquero, Ebtisam Alsharabi and Justin M. Pratt","doi":"10.1039/D5RP00086F","DOIUrl":"https://doi.org/10.1039/D5RP00086F","url":null,"abstract":"With the prevalence of quantitative methods to examine student studying habits, this study harnesses qualitative methods to capture the reasonings behind general chemistry students’ studying choices. Previous literature suggests that students use various strategies that may not be the most effective, according to learning scientists, and many studies that have implemented interventions to improve student study choices report mixed results. This study investigated the perspectives of 16 general chemistry I students regarding their studying decisions; perspectives were inductively analyzed using Self-Regulated Learning, Cognitive Load Theory, and Desirable Difficulties as lenses to frame our understanding. Results indicate that students heavily rely on their beliefs about a strategy's ability to help them understand/learn and prepare them for an assessment. Students are also influenced by instructor suggestions when choosing to use a strategy. When students discussed why they do not use strategies, they considered multiple cues related to learning/content, effort, and previous experience, including not valuing the strategy, not knowing how to use it, and not needing it. Implications for supporting improvements in student studying decisions are shared and aligned with students’ specific reasonings and cues identified within the data.","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 4","pages":" 884-908"},"PeriodicalIF":3.2,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145141577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developing self-reflection in students: a case study in chemistry education† 培养学生的自我反思：化学教育的个案研究

IF 3.2 2区教育学

Chemistry Education Research and Practice Pub Date : 2025-05-12 DOI: 10.1039/D4RP00368C

Maila Pentucci, Andrea Mascitti, Nicola d’Alessandro, Lucia Tonucci and Francesca Coccia

{"title":"Developing self-reflection in students: a case study in chemistry education†","authors":"Maila Pentucci, Andrea Mascitti, Nicola d’Alessandro, Lucia Tonucci and Francesca Coccia","doi":"10.1039/D4RP00368C","DOIUrl":"https://doi.org/10.1039/D4RP00368C","url":null,"abstract":"This study investigates innovative reflective practices in chemistry class through a combination of practical laboratory experiments and theoretical lectures in a high school setting. Conducted in three chemistry classes, the research engaged 33 students in acid–base titration experiments using a conductometer, combined with reflective and metacognitive activities. The aim was to assess students' self-reflection and their ability to integrate new knowledge with existing concepts. A flipped learning approach was utilized, where students first performed the titration experiment and then received theoretical lecture. Reflective tools, such as the 3-2-1 Bridge Thinking Routine and the One Minute Paper, facilitated metacognitive engagement and self-reflection on their own learning processes. Results indicated that while students effectively grasped essential conductometry concepts through practical engagement, their understanding was primarily content-focused. The reflective questions posed by students highlighted their interest in both theoretical and operational aspects, suggesting a need for a balanced approach that integrates cognitive, practical, and emotional dimensions in chemistry education.","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 4","pages":" 834-845"},"PeriodicalIF":3.2,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145141574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development of enacted pedagogical content knowledge (ePCK) among pre-service chemistry teachers: the role of peer coaching enriched with content representation (CoRe) and teaching practice 职前化学教师制定的教学内容知识（ePCK）的发展：同伴辅导在内容表征（CoRe）和教学实践中的作用

IF 2.6 2区教育学

Chemistry Education Research and Practice Pub Date : 2025-05-09 DOI: 10.1039/D4RP00329B

Cansu Yildiz, Hulya Gizem Urlu, Kardelen Azra Ates and Yezdan Boz

{"title":"Development of enacted pedagogical content knowledge (ePCK) among pre-service chemistry teachers: the role of peer coaching enriched with content representation (CoRe) and teaching practice","authors":"Cansu Yildiz, Hulya Gizem Urlu, Kardelen Azra Ates and Yezdan Boz","doi":"10.1039/D4RP00329B","DOIUrl":"https://doi.org/10.1039/D4RP00329B","url":null,"abstract":"This study investigated the development of enacted pedagogical content knowledge (ePCK) among pre-service teachers through teaching practice course, focusing on the influence of different factors on that development. The methodology involved semi-structured interviews, teaching observations, the use of CoRe representations, and peer coaching implementation and reflections to capture participants' perspectives and track changes in their ePCK over time. The findings highlighted an uneven development of PCK components among participants, indicating that while certain aspects like knowledge of instructional strategies improved, knowledge related to assessment showed limited progress. Furthermore, this research pointed out challenges in developing the components, such as assessment knowledge, compared to instructional strategies and learner understanding. The stability of science teaching orientation was noted for some participants, underscoring the persistence of core beliefs in chemistry instruction throughout the course. Additionally, various factors such as the use of CoRes, teaching experience and observation of peers’ instruction were effective in enhancing pre-service teachers’ PCK development. Moreover, peer coaching was found to be potentially a factor affecting PCK development of participants. Findings were discussed in terms of development of PCK components and factors influencing PCK components including the effect of peer coaching.","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 3","pages":" 761-779"},"PeriodicalIF":2.6,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144472756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Perception and experience of heterosexism by non-heterosexual students in a chemistry classroom: an interpretivist study 化学课堂上非异性恋学生对异性恋的感知与体验：一项解释主义研究

IF 2.6 2区教育学

Chemistry Education Research and Practice Pub Date : 2025-05-08 DOI: 10.1039/D5RP00071H

Wing-Fu Lai and Sreekanth Reddy Obireddy

{"title":"Perception and experience of heterosexism by non-heterosexual students in a chemistry classroom: an interpretivist study","authors":"Wing-Fu Lai and Sreekanth Reddy Obireddy","doi":"10.1039/D5RP00071H","DOIUrl":"https://doi.org/10.1039/D5RP00071H","url":null,"abstract":"There has been increasing awareness of equality, diversity, and inclusion in scientific disciplines over recent decades. The aim of this interpretivist study is to understand, from the perspectives of non-heterosexual students, the prevalence and nature of heterosexism in the chemistry classroom. In-depth interviews were conducted with ten students who self-identified as non-heterosexual and had attended chemistry classes at a Russell Group university in the UK. Participants reported both overt and subtle forms of heterosexism, including assumptions of heterosexuality in teaching practices, exclusionary peer interactions, and a lack of visible non-heterosexual representation in teaching content. These experiences negatively affected students’ sense of engagement and passion for chemistry learning. The study highlights the need for chemistry educators to reflect on classroom language, teaching materials, and implicit assumptions about student identities. Key recommendations include using inclusive language and examples in teaching, avoiding heteronormative assumptions in classroom discourse, establishing formal support mechanisms to enable students to report incidents of heterosexism, and providing staff training to challenge heterosexist microaggressions. With collaborative efforts from educators, regulatory bodies, students, and institutional leadership, chemistry classrooms can become more inclusive, supportive, and conducive to learning for non-heterosexual students.","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 3","pages":" 619-630"},"PeriodicalIF":2.6,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144472743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Why chemistry instructors are shifting to specifications grading: perceived benefits and challenges† 为什么化学教师正在转向规格评分：感知的好处和挑战†

IF 3.2 2区教育学

Chemistry Education Research and Practice Pub Date : 2025-05-08 DOI: 10.1039/D5RP00035A

Ying Wang, Haleigh Machost, Brandon J. Yik and Marilyne Stains

{"title":"Why chemistry instructors are shifting to specifications grading: perceived benefits and challenges†","authors":"Ying Wang, Haleigh Machost, Brandon J. Yik and Marilyne Stains","doi":"10.1039/D5RP00035A","DOIUrl":"https://doi.org/10.1039/D5RP00035A","url":null,"abstract":"Previous research extensively explored factors that are associated with instructors’ adoption of evidence-based instructional practices. However, an overlooked yet important aspect is exploring instructors’ motivation for implementing pedagogical innovations that are seemingly popular yet lack evidence of effectiveness. One such innovation that is gaining attention in postsecondary chemistry education is specifications grading, which aims to emphasize the learning process while mitigating some of the drawbacks of traditional grading. This study aims to provide insights into chemistry instructors’ decision to adopt specifications grading. In particular, we interviewed 29 chemistry instructors from 24 academic institutions in the United States who currently use this alternative grading scheme. The goal of these semi-structured interviews was to characterize these instructors’ perceptions of the advantages of specifications grading, their potential dissatisfaction with traditional grading, and potential challenges associated with implementing specifications grading in their courses. Our results indicate that instructors adopted specifications grading as a means to address their dissatisfaction with traditional grading. The commonly cited relative advantages of specifications grading include a perception that specifications grading increases student learning gains and provides greater flexibility for students. These findings provide insights into the dissemination strategy of innovation, highlighting a need for direct alignment between perceived advantages of pedagogical innovations to instructors’ dissatisfaction and instructors’ expressed real-world needs and aspirations for their classroom.","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 4","pages":" 846-866"},"PeriodicalIF":3.2,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145141575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining student engagement in the organic chemistry laboratory 考察学生在有机化学实验室的参与度

IF 2.6 2区教育学

Chemistry Education Research and Practice Pub Date : 2025-05-07 DOI: 10.1039/D5RP00063G

Devin Pontigon and Vicente Talanquer

{"title":"Examining student engagement in the organic chemistry laboratory","authors":"Devin Pontigon and Vicente Talanquer","doi":"10.1039/D5RP00063G","DOIUrl":"https://doi.org/10.1039/D5RP00063G","url":null,"abstract":"This exploratory case study investigates the multifaceted dynamics of student interactions within an undergraduate organic chemistry laboratory. As efforts to improve curriculum design in this area continue, understanding how students engage with one another during lab activities is crucial. This study aims to offer insights into the intricate dynamics of student interactions within the laboratory environment. Observations were conducted in two laboratory sections, each during four distinct experiments. The content, depth, and extent of students’ interactions during lab activity were analyzed using content and interaction analysis. The analysis of student interactions during the experiments sought to generate insights into the relationship between different forms of engagement: behavioral, cognitive, social, and affective. Our findings reveal several factors that influence student engagement, including the nature and complexity of tasks and group composition and dynamics. Our results provide insight into how different types of engagement interact and affect the overall learning experience. While this study does not attempt to draw definitive conclusions, it provides a foundational understanding of the complex student engagement process within the laboratory setting. These insights can inform future investigations and support the development of more effective strategies to foster meaningful student interactions in organic chemistry labs.","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 3","pages":" 780-793"},"PeriodicalIF":2.6,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144472757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A review of research on the teaching and learning of quantum mechanics 量子力学的教与学研究综述

IF 2.6 2区教育学

Chemistry Education Research and Practice Pub Date : 2025-04-25 DOI: 10.1039/D5RP00030K

Slade C. McAfee, Field M. Watts and Jon-Marc G. Rodriguez

{"title":"A review of research on the teaching and learning of quantum mechanics","authors":"Slade C. McAfee, Field M. Watts and Jon-Marc G. Rodriguez","doi":"10.1039/D5RP00030K","DOIUrl":"https://doi.org/10.1039/D5RP00030K","url":null,"abstract":"In this work, we review research on the teaching and learning of quantum mechanics in chemistry courses. This systematic review builds on previous reviews in chemistry education research that focused on the other highly quantitative, calculation-heavy topics covered in upper-level physical chemistry courses (kinetics and thermodynamics). We aim to provide a resource for both practitioners and education researchers. Based on the topics of the research conducted in our sample (N = 50), we grouped the articles into six categories: (1) students’ general challenges with quantum mechanics; (2) students’ conceptions of the atom; (3) students’ conceptions of bonding; (4) students’ conceptions of the quantum nature of light; (5) students’ conceptions of commonly used quantum mechanical models; (6) curricular materials and instruction. Relevant trends stemming from this work include that much of the research leans on education research in mathematics and physics to support the claim that students have difficulties with mathematics; however, these claims require further investigation within chemistry education contexts. Moreover, a suprising amount of research on quantum mechanics involved students sampled outside of upper-level chemistry courses (i.e., secondary-level and general chemistry contexts).","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 3","pages":" 578-593"},"PeriodicalIF":2.6,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144472740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching chemistry as a creative subject 作为创造性学科的化学教学

IF 2.6 2区教育学

Chemistry Education Research and Practice Pub Date : 2025-04-18 DOI: 10.1039/D5RP00068H

Marion E. van Brederode

{"title":"Teaching chemistry as a creative subject","authors":"Marion E. van Brederode","doi":"10.1039/D5RP00068H","DOIUrl":"https://doi.org/10.1039/D5RP00068H","url":null,"abstract":"Chemistry is a creative field focused on exploring new possibilities. However, students rarely look at chemistry as a creative discipline. Therefore, it may be worthwhile to reconsider the way chemistry is taught to younger generations. In this Perspective Paper, creativity as a learning goal is explored and related to goals communicated in chemistry education research. A connection is made to related engineering STEM fields in which the call for creativity has been recognized more than in chemistry education. As in other fields, creative chemists stand out in alternating between creative – and critical thinking, coupled with their field specific knowledge and skills. These skills do not develop in tandem. Probably, it is often not possible, or wise, to address all three goals at the same moment. Assignments that steer to making comparisions are likely to initiatie critical thinking first, assignments aimed at proposing new solutions stimulate creative thinking first. Students' awareness of creative options in their assignments affects their creative learning experience. The mindset students have developed on how science – and their science assessments – should look like could influence their critical – and creative thinking. The creative learning possibilities educators offer, the way they build up their assignments and how they communicate explicitly and implicitly on goals and expectations, could be the key to stimulate chemistry students’ creativity.","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 3","pages":" 594-602"},"PeriodicalIF":2.6,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144472741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining the influences of peer and teacher support on chemistry learning satisfaction: an analysis of a serial mediation model 同伴和教师支持对化学学习满意度的影响：一个序列中介模型的分析

IF 2.6 2区教育学

Chemistry Education Research and Practice Pub Date : 2025-04-16 DOI: 10.1039/D5RP00074B

Qian Huangfu, Hanxi Wang and Liping Zhu

{"title":"Examining the influences of peer and teacher support on chemistry learning satisfaction: an analysis of a serial mediation model","authors":"Qian Huangfu, Hanxi Wang and Liping Zhu","doi":"10.1039/D5RP00074B","DOIUrl":"https://doi.org/10.1039/D5RP00074B","url":null,"abstract":"Given students' perceptions of the chemistry curriculum as abstract and content-heavy, a lack of passion and motivation, as well as a low level of learning satisfaction in chemistry, have become commonplace issues for students. Therefore, increasing students' chemistry learning satisfaction has drawn plenty of interest and attention. Yet, few studies currently exist that explain how to increase students' satisfaction with their chemistry learning from both personal (growth mindset and grit) and environmental angles (teacher and peer support). Thus, this research intends to investigate how these variables connect to students' chemistry learning satisfaction. A total of 1430 tenth graders were involved in the survey. The direct and indirect connections between these variables were evaluated adopting structural equation modeling (SEM). The findings demonstrated that (1) teacher and peer support, grit in chemistry, and growth mindsets in chemistry all held a significant positive effect on students' chemistry learning satisfaction; (2) both (a) growth mindsets in chemistry and (b) grit in chemistry acted as significant mediators between the associations of teacher and peer support with chemistry learning satisfaction; and (3) (a) growth mindsets in chemistry and (b) grit in chemistry held a chain mediating impact on the associations of teacher and peer support with chemistry learning satisfaction. This may help inform chemistry educational practices to develop effective teaching and learning strategies.","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 3","pages":" 734-747"},"PeriodicalIF":2.6,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144472727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0