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Pratt, Justin M.; Yezierski, Ellen J. – Chemistry Education Research and Practice, 2018
Conducting qualitative research in any discipline warrants two actions: accessing participants and eliciting their ideas. In chemistry education research (CER), survey techniques have been used to increase access to participants and diversify samples. Interview tasks (such as card sorting, using demonstrations, and using simulations) have been…
Descriptors: Chemistry, Science Education, Qualitative Research, Scientific Research
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Skagen, Darlene; McCollum, Brett; Morsch, Layne; Shokoples, Brandon – Chemistry Education Research and Practice, 2018
The use of online collaborative assignments (OCAs) between two flipped organic chemistry classrooms, one in Canada and the other in the United States, was examined for impact on learners. The intervention was designed to support content mastery, aid in increasing students' communication skills through chemistry drawing and verbalization,…
Descriptors: Foreign Countries, Organic Chemistry, Science Instruction, Intervention
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Çalik, Muammer; Cobern, William W. – Chemistry Education Research and Practice, 2017
The aim of this study was to cross-culturally investigate the instructional efficacy of the Common Knowledge Construction Model (CKCM) with college students learning about "factors affecting solubility" focusing on students' conceptual understanding, attitudes and scientific habits of mind. Even though the CKCM is a decade old, there has…
Descriptors: College Students, Undergraduate Study, Science Instruction, Chemistry
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Wolfson, Adele J.; Rowland, Susan L.; Lawrie, Gwendolyn A.; Wright, Anthony H. – Chemistry Education Research and Practice, 2014
Students commencing studies in biochemistry must transfer and build on concepts they learned in chemistry and biology classes. It is well established, however, that students have difficulties in transferring critical concepts from general chemistry courses; one key concept is "energy." Most previous work on students' conception of energy…
Descriptors: Science Instruction, Scientific Concepts, Concept Formation, Energy
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Pekdag, Bulent; Azizoglu, Nursen – Chemistry Education Research and Practice, 2013
Textbooks still have the distinction of being the most dominant teaching tool in science teaching. The manner in which a scientific concept is expressed in a textbook is of importance in the in-depth learning process of that concept. With this in mind, problems with expressing the "amount of substance" concept were reviewed in 15…
Descriptors: Chemistry, Foreign Countries, Semantics, Science Education
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Burmeister, Mareike; Rauch, Franz; Eilks, Ingo – Chemistry Education Research and Practice, 2012
The years between 2005 and 2014 have been declared as a worldwide Decade of Education for Sustainable Development (DESD) by the United Nations. DESD's intended purpose is to promote and more thoroughly focus education as a crucial tool preparing young people to be responsible future citizens, so that our future generations can shape society in a…
Descriptors: Chemistry, Sustainable Development, Models, Teaching Methods
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Russell, Cianan B.; Weaver, Gabriela C. – Chemistry Education Research and Practice, 2011
We explored the impact of laboratory curriculum on students' understanding of the nature of science at five US universities. The specific curricula studied were traditional (verification), inquiry-based, and research-based. The inquiry curriculum was Inquiries into Chemistry, and the research-based curriculum was developed by the Center for…
Descriptors: Creativity, Scientific Principles, Laboratories, Comparative Analysis
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Lopez, Enrique; Kim, Jennifer; Nandagopal, Kiruthiga; Cardin, Nate; Shavelson, Richard J.; Penn, John H. – Chemistry Education Research and Practice, 2011
Science, Technology, Engineering, and Mathematics (STEM) education has become a key focus in the U.S. government's public education agenda. Many STEM degrees require the successful completion of undergraduate introductory organic chemistry (O-Chem), which is notorious for its difficulty and high attrition rate. Concept Maps (CM) have been used as…
Descriptors: Feedback (Response), Concept Mapping, Validity, Maps
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Herrmann-Abell, Cari F.; DeBoer, George E. – Chemistry Education Research and Practice, 2011
Distractor-driven multiple-choice assessment items and Rasch modeling were used as diagnostic tools to investigate students' understanding of middle school chemistry ideas. Ninety-one items were developed according to a procedure that ensured content alignment to the targeted standards and construct validity. The items were administered to 13360…
Descriptors: Construct Validity, Chemistry, Misconceptions, Multiple Choice Tests
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Grove, Nathaniel P.; Bretz, Stacey Lowery – Chemistry Education Research and Practice, 2010
We have investigated student difficulties with the learning of organic chemistry. Using Perry's Model of Intellectual Development as a framework revealed that organic chemistry students who function as dualistic thinkers struggle with the complexity of the subject matter. Understanding substitution/elimination reactions and multi-step syntheses is…
Descriptors: Organic Chemistry, Intellectual Development, Learning Problems, Models