Chemistry Education Research and Practice最新文献

{"title":"Exploring diversity: student's (un-)productive use of resonance in organic chemistry tasks through the lens of the coordination class theory","authors":"Irina Braun and Nicole Graulich","doi":"10.1039/D3RP00298E","DOIUrl":"10.1039/D3RP00298E","url":null,"abstract":"<p >Resonance is a crucial concept in Organic Chemistry that enables both deriving chemical properties from molecular structures and predicting reactions by considering electron density distribution. Despite its importance for problem-solving and learning success, learners encounter various difficulties with this concept. Although prior research suggests that learners struggle to reason about resonance in problem-solving tasks, existing studies are often limited to singular contexts. Given that task approaches and reasoning are context-dependent, little is known about how learners use resonance across task contexts and which characteristics underlie productive concept use. To this end, a qualitative interview study was conducted, in which undergraduate chemistry students (<em>N</em> = 21), all beginners of Organic Chemistry, solved three organic case comparison tasks requiring the consideration of resonance. Through the analytical lens of the coordination class theory, we analysed the extent to which students used their representations of resonance structures, their task approaches, and the variety of resonance-related resource activation and connection in problem-solving across three different contexts. The results show that students’ use of resonance is diverse across the contexts. It can be characterized by a complex interplay of multiple factors reflecting the multifold processes when considering resonance. However, some essential characteristics of productive concept use in problem-solving (<em>e.g.</em>, the activation of resources across different granularity levels) could be deduced. Implications for supporting learners’ use of resonance in problem-solving are discussed.</p>","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 3","pages":" 643-671"},"PeriodicalIF":2.6,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139773162","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}

{"title":"Factors associated with chemistry faculty members’ cooperative adoption of evidence-based instructional practices: results from a national survey","authors":"Megan C. Connor and Jeffrey R. Raker","doi":"10.1039/D3RP00194F","DOIUrl":"10.1039/D3RP00194F","url":null,"abstract":"<p >Despite institutional reform efforts to increase use of evidence-based instructional practices (EBIPs) in undergraduate chemistry and STEM courses, didactic lecture remains the predominant mode of instruction. Research to inform these initiatives routinely focuses on drivers and barriers to EBIP adoption, with recent work investigating factors associated with faculty members’ cooperative adoption of EBIPs from five STEM disciplines including chemistry. To understand the role of these specific factors within undergraduate chemistry education across a broad set of institutions, we conducted a national survey of chemistry faculty members (<em>n</em> = 1105) from the United States in Spring 2023. The survey targeted constructs that may underlie the cooperative adoption of EBIPs, including faculty members’ perception of (1) using EBIPs as mutually beneficial, (2) having their success and failure intertwined, and (3) institutional climate around teaching. The survey also included items targeting teaching-specific social interactions, another potential aspect of cooperative adoption. Results from multilevel modeling suggest that EBIP adoption is associated with chemistry faculty members’ perception of using EBIPs as mutually beneficial, aligning with prior findings on STEM faculty members’ cooperative adoption of these practices. However, there is no evidence of an association between EBIP adoption and chemistry faculty members’ perception of campus climate around teaching, where prior findings indicate an inverse association among STEM faculty members. Results further indicate that EBIP adoption is associated with the number of people with whom one specifically discusses pedagogy, instruction, and assessment. Collectively, our results demonstrate that differences exist between STEM disciplines and point toward the chemistry education research community's responsibility to further explore EBIP adoption from a disciplinary lens. Our investigation also provides insight into factors associated with the cooperative adoption of EBIPs among chemistry faculty members on a national level; we identify several implications for how chemistry faculty member change agents (<em>e.g.</em>, course coordinators, department leaders) may effectively promote EBIP adoption across the undergraduate chemistry curriculum.</p>","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 3","pages":" 625-642"},"PeriodicalIF":2.6,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.rsc.org/en/content/articlepdf/2024/rp/d3rp00194f?page=search","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139764255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Planning and evaluating chemistry outreach: a case study of one collegiate group's approach","authors":"Justin M. Pratt, Rebecca Chan - Chao and Merryn Cole","doi":"10.1039/D3RP00268C","DOIUrl":"10.1039/D3RP00268C","url":null,"abstract":"<p >Chemistry outreach, a type of informal science education commonly practiced by college students, has primarily been studied by looking at individuals' approaches and perspectives. However, it is much more common for college students to plan and conduct chemistry outreach events as part of a group/club/chapter, not independently. In this case study, we looked at the planning and evaluation processes for a single student group conducting a chemistry outreach event. Using pre- and post-outreach event focus groups, we sought to understand how the group was structured and how they collectively planned and implemented their outreach event. Using the Framework for Effective Chemistry Communication and Communities of Practice, we identified the steps the group took to plan, implement, and evaluate their event, as well as the group's structure and member dynamics. Findings showed a misalignment between goals used to plan the outreach event, and those evaluated when reflecting on the event's success. Additionally, the Communities of Practice framework was able to highlight the membership structure underlying the group's planning process, as well as areas for growth and improvement. Overall, findings provide further support that collegiate chemistry organizations/student groups need more resources and training to successfully conduct chemistry outreach.</p>","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 3","pages":" 672-686"},"PeriodicalIF":2.6,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139668280","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}

{"title":"Investigating changes in students’ attitudes towards organic chemistry: a longitudinal study","authors":"Melissa A. Collini, Kristen Miguel, Rebecca Weber and Molly B. Atkinson","doi":"10.1039/D3RP00228D","DOIUrl":"10.1039/D3RP00228D","url":null,"abstract":"<p >Though attitude has been linked to student performance in general chemistry, it is under-researched with relation to organic chemistry. The previous research that has been conducted on students’ attitudes towards organic chemistry has primarily occurred <em>via</em> quantitative approaches, with a current lack of qualitative approaches used to give robust insight into student experiences in organic chemistry. This work, a longitudinal study, builds on a previous qualitative study which investigated students’ attitudes using the Attitude Toward Organic Chemistry (ATOC) instrument. The aim of this study is to investigate how students’ attitudes towards organic chemistry change over time throughout the organic chemistry course sequence. Findings from two cohorts demonstrate that both students’ attitudes and the influences on those attitudes change over time in the course.</p>","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 3","pages":" 613-624"},"PeriodicalIF":2.6,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139582410","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}

{"title":"Investigation into the intersection between response process validity and answer-until-correct validity: development of the repeated attempt processing issue detection (RAPID) method","authors":"David G. Schreurs, Jaclyn M. Trate, Shalini Srinivasan, Melonie A. Teichert, Cynthia J. Luxford, Jamie L. Schneider and Kristen L. Murphy","doi":"10.1039/D3RP00204G","DOIUrl":"10.1039/D3RP00204G","url":null,"abstract":"<p >With the already widespread nature of multiple-choice assessments and the increasing popularity of answer-until-correct, it is important to have methods available for exploring the validity of these types of assessments as they are developed. This work analyzes a 20-question multiple choice assessment covering introductory undergraduate chemistry topics which was given to students in an answer-until-correct manner. Response process validity was investigated through one-on-one think-aloud interviews with undergraduate chemistry students. Answer-until-correct validity was also explored using an analysis of partial credit assignments. Results indicated the convenience of the quantitative partial credit method came at great cost to the precision of validity issue detection and is therefore not a valid shortcut to more rich qualitative approaches. The repeated attempt processing issue detection (RAPID) method is a novel method developed as a combination of response process and answer-until-correct validity. Results from this new method revealed validity issues that were undetected from the use of either approach individually or in concert.</p>","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 2","pages":" 560-576"},"PeriodicalIF":3.0,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.rsc.org/en/content/articlepdf/2024/rp/d3rp00204g?page=search","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139516248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and implementation of chemistry mindset modules in two general chemistry courses at a hispanic-serving institution: an exploratory study†","authors":"Tung S. Nguyen, Julia Y. K. Chan, Jade T. K. Ha, Ugo Umekwe-Odudu and Sachel M. Villafañe","doi":"10.1039/D3RP00352C","DOIUrl":"10.1039/D3RP00352C","url":null,"abstract":"<p >Retention and underrepresentation of diverse ethnic groups have been and continue to be problematic in the science, technology, engineering, and mathematics (STEM) disciplines in the United States. One foundational course that is required for all STEM majors is general chemistry. One way to increase retention and diversity in STEM majors is by targeting students’ social-psychological beliefs about their academic success through the implementation of social-psychological interventions. These short impactful exercises aim to change students’ thoughts, feelings, and beliefs about their academic success and affective characteristics. In this exploratory study, we designed and implemented two chemistry specific growth-mindset modules (GMMs) in two first-year chemistry courses (general chemistry 1 (GC1) and general chemistry 2 (GC2)) at a Hispanic-Serving Institution (HSI). Students worked on the GMMs asynchronously at two specific time points throughout the semester. Using a mixed-methods approach, we assessed students’: (i) changes in mindset beliefs, chemistry self-efficacy (CSE), and chemistry performance, (ii) perceptions towards failures and challenges, and (iii) perceptions on growth-mindset modules (GMM) after participation in GMMs. Overall, GC2 students shifted towards a growth mindset and away from a fixed mindset, with small to medium effect sizes detected. No statistically significant changes in GC1 students’ mindsets were detected throughout the study period. For both courses, students increased in CSE by the end of semester. Furthermore, GC1 students who participated in any portion of the GMM intervention achieved higher scores on the ACS exam compared to those who didn’t participate. Additionally, students’ written responses highlighted an improved attitudinal change towards failures and challenges after participating in GMMs. For both courses, over 95% of the students agreed that the GMMs were valuable, over 95% students indicated they developed more positive attitudes and perspectives towards challenges, and over 96% students believed they could learn challenging topics with effort, determination, and persistence. While these results show differences in performance, CSE, mindset scores, and attitudinal change after participation in GMMs, it is also important to acknowledge that self-selection into the study may be one of the factors for explaining such differences. Results and implications for practice are discussed.</p>","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 2","pages":" 544-559"},"PeriodicalIF":3.0,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139516475","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}

{"title":"Resources for reasoning of chemistry concepts: multimodal molecular geometry†","authors":"Nicola A. Kiernan, Andrew Manches and Michael K. Seery","doi":"10.1039/D3RP00186E","DOIUrl":"10.1039/D3RP00186E","url":null,"abstract":"<p >Central to conceptual understanding of STEM disciplines is visuospatial processing. Despite its acknowledged role in assuring learners’ success, less is known about the underlying reasoning students must employ when solving 3-D problems and the ways in which gaining an understanding of this can inform formative assessment and learning in STEM education. Chemists must utilise their spatial understanding when visualising 3-D structures and processes from 2-D representations and so this exploratory practitioner-researcher study sought to identify the ways in which secondary school chemistry students reason when explaining their predictions about molecular geometry, and how the use of certain modalities was linked to assessed accuracy. Coding of students’ verbal and written responses to the research task revealed that students employed multiple reasoning strategies and conceptual resources to facilitate use of analytical heuristics and imagistic reasoning. Analysis of students’ verbal responses and spontaneous gestures provided insight into the extent of imagistic <em>vs.</em> analytical reasoning and the finer-grained conditions which promoted their use. Importantly, it was observed that despite being instructed on the use of VSEPR theory to find analytical solutions, some students exhibited preference for alternative reasoning strategies drawing upon imagistic reasoning; showing more nuanced and varying degrees of accuracy through their verbal responses and representations gestured in 3D space. This work has pedagogical implications as use of specific reasoning strategies and the identification of key conceptual resources is not readily promoted as classroom practice for learning or assessment. This study therefore raises questions and contributes to the evidence base for attending to learners’ visuospatial thinking, as revealed through the multiple modalities they may use to assist and communicate their understanding, and highlights the significance of this to formative assessment in Chemistry and STEM Education.</p>","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 2","pages":" 524-543"},"PeriodicalIF":3.0,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.rsc.org/en/content/articlepdf/2024/rp/d3rp00186e?page=search","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139104360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A meta-analysis of effectiveness of chemical bonding-based intervention studies in improving academic performance†","authors":"Muammer Çalik, Neslihan Ültay, Hasan Bağ and Alipaşa Ayas","doi":"10.1039/D3RP00258F","DOIUrl":"10.1039/D3RP00258F","url":null,"abstract":"<p >The purpose of this study is to <em>meta</em>-analytically evaluate research that used chemical bonding-based interventions to improve academic performance. Through <em>meta</em>-analysis, the present study used several keyword patterns (<em>e.g.</em>, chemical bonding, experimental, chemistry education, science education) <em>via</em> relevant databases (<em>e.g.</em>, ERIC, Springer Link, Taylor &amp; Francis, Wiley Online Library Full Collection, and Scopus) to find chemical bonding-intervention studies. Thus, it included 50 chemical bonding-based intervention papers (15 dissertations, 32 articles, and 3 proceedings). The current <em>meta</em>-analysis found that the overall effect-size of chemical bonding-based intervention studies was 1.007, which shows a <em>large</em> effect. Findings regarding moderator analysis displayed non-significant differences between educational levels and a statistically significant difference between the intervention types. This <em>meta</em>-analysis reveals that the chemical bonding-based intervention studies are effective at improving the participants’ academic performance in terms of chemical bonding. Further, it denotes that when the abstract nature of chemical bonding is overlapped with the features of the intervention type, the interventions (<em>e.g.</em>, cooperative learning and enriched learning environment with different methods) result in better academic performance. Since this study, like all <em>meta</em>-analyses, points out consistent and inconsistent findings among published research, further <em>meta</em>-analysis studies should be undertaken to resolve any contradictory findings.</p>","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 2","pages":" 506-523"},"PeriodicalIF":3.0,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139103996","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}

{"title":"Identifying the critical features of resonance: instructors’ intentions for the teaching and learning of resonance in General Chemistry I and Organic Chemistry I","authors":"Sabrina Barakat and MaryKay Orgill","doi":"10.1039/D3RP00289F","DOIUrl":"10.1039/D3RP00289F","url":null,"abstract":"<p >Resonance is a fundamental chemistry concept first introduced to students in General Chemistry I (GCI), reintroduced in Organic Chemistry I (OCI), and then utilized throughout other higher-level chemistry courses. Student difficulties with resonance are well documented. Instruction is one potential source of student difficulties. What instructors choose to expose students to and how they choose to expose students to concepts related to resonance is influenced by instructors’ intentions for learning. As a first step in understanding and addressing the difficulties students encounter when learning about resonance, we qualitatively examined what instructors intend for their students to understand about and do with resonance in the courses in which it is first introduced, GCI and OCI. The instructors we interviewed identified eleven critical features of resonance that they deemed important for students to learn about. We found that GCI and OCI instructors in this study identified many of the same critical features of resonance. However, there were differences in what they expected students to know about and do with those critical features. GCI and OCI instructors also identified critical features unique to their courses. Overall, while discussing the critical features, the instructors tended to emphasize an operational <em>versus</em> conceptual understanding of resonance, which may partially explain students’ focus on <em>using</em> resonance instead of understanding it, as has been reported previously in the literature. The instructor-identified critical features presented herein have important implications for teaching and learning, as instructors’ perceptions determine what they expose their students to during instruction and ultimately influence what students have the possibility to learn about resonance.</p>","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 2","pages":" 491-505"},"PeriodicalIF":3.0,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139095871","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}

{"title":"How Chemistry Education Research & Practice serves chemistry education","authors":"Scott E. Lewis","doi":"10.1039/D3RP90012F","DOIUrl":"10.1039/D3RP90012F","url":null,"abstract":"<p >This editorial coincides with my start as Editor for <em>Chemistry Education Research and Practice</em> (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.</p>","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 1","pages":" 8-10"},"PeriodicalIF":3.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138717102","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}