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Showing 31 to 45 of 648 results Save | Export
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Rodriguez, Jon-Marc G.; Towns, Marcy H. – Chemistry Education Research and Practice, 2019
Student understanding regarding topics in upper-division courses, such as biochemistry, is not well represented in the literature. Herein we describe a study that investigated students' reasoning about Michaelis-Menten enzyme kinetics and enzyme inhibition. Our qualitative study involved semistructured interviews with fourteen second-year students…
Descriptors: Science Instruction, Scientific Concepts, Logical Thinking, Concept Formation
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Adbo, Karina; Carulla, Clara Vidal – Chemistry Education Research and Practice, 2019
This study focuses on the design of play-based learning activities for chemistry in preschool. Viewing chemistry as a part of our past and present culture instead of as a subject, provides the backdrop for a more holistic approach to chemistry within this specific environment. A cultural-historical perspective, together with scaffolding, emergent…
Descriptors: Instructional Design, Play, Science Activities, Learning Activities
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Daman Huri, Noor Haslina; Karpudewan, Mageswary – Chemistry Education Research and Practice, 2019
STEM education is gaining increasing attention globally to fulfill the acute shortage of STEM workforce. Executing STEM education is frequently viewed as a complex and challenging agenda. The current study proposes Integrated STEM-lab activities in the teaching and learning of electrolysis. The activities use real-world contexts as a platform to…
Descriptors: Integrated Activities, STEM Education, Instructional Effectiveness, Student Improvement
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Moon, Alena; Moeller, Robert; Gere, Anne Ruggles; Shultz, Ginger V. – Chemistry Education Research and Practice, 2019
Science educators recognize the need to teach scientific ways of knowing and reasoning in addition to scientific knowledge. However, characterizing and assessing scientific ways of knowing and reasoning is challenging. Writing-to-learn offers one way of eliciting and supporting students' reasoning; further, writing serves to externalize and make…
Descriptors: Undergraduate Students, College Science, Science Education, Chemistry
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Pavlin, Jerneja; Glazar, Sasa A.; Slapnicar, Miha; Devetak, Iztok – Chemistry Education Research and Practice, 2019
The purpose of this paper is to explore and explain students' achievements in solving context-based gas exercises comprising the macroscopic and submicroscopic levels of chemical concepts. The influence of specific variables, such as interest in learning, formal-reasoning abilities, and visualisation abilities, is a significant factor that should…
Descriptors: Chemistry, Science Education, Educational Background, Science Interests
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Moreira, Patricia; Marzabal, Ainoa; Talanquer, Vicente – Chemistry Education Research and Practice, 2019
Understanding how chemistry teachers' interventions shape the reasoning that students express after a lesson is critical to support prospective and in-service teachers as they work with students' ideas in the classroom. In this qualitative research study, we analysed changes in the reasoning expressed by 10th grade students in a Chilean school in…
Descriptors: Science Instruction, Chemistry, Grade 10, Foreign Countries
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Lastusaari, Mika; Laakkonen, Eero; Murtonen, Mari – Chemistry Education Research and Practice, 2019
Changing majors or dropping out are of great concern to universities worldwide, but the role of learning approaches in terms of students' persistence has not been previously studied. Changing majors, especially in chemistry, is a severe problem in Finland. Here, learning approach data were collected with the ChemApproach questionnaire from 733…
Descriptors: Foreign Countries, Undergraduate Students, College Science, Chemistry
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Sreenivasulu, Bellam; Subramaniam, R. – Chemistry Education Research and Practice, 2019
We report here on an exploratory study done with a sample of university students (N = 140) which sought to explore their understanding of the term 'coordination number', a concept encountered in the topic of transition metals chemistry, through a simple open-ended question. The findings show that the conceptual space related to the conceptions…
Descriptors: Chemistry, Science Instruction, College Students, College Science
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Connor, Megan C.; Finkenstaedt-Quinn, Solaire A.; Shultz, Ginger V. – Chemistry Education Research and Practice, 2019
Promoting students' ability to engage in discipline-specific practices is a central goal of chemistry education. Yet if instruction is to meaningfully foster such ability, we must first understand students' reasoning during these practices. By characterizing constraints on chemistry students' reasoning, we can design instruction that targets this…
Descriptors: Science Instruction, Organic Chemistry, College Science, Logical Thinking
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Boz, Yezdan; Ekiz-Kiran, Betul; Kutucu, Elif Selcan – Chemistry Education Research and Practice, 2019
In this study, we examined the effect of School Experience (SE) and Practice Teaching (PT) courses on pre-service chemistry teachers' beliefs towards chemistry teaching over a one-year period. To reach this purpose, participants' beliefs and experiences towards chemistry teaching were monitored closely throughout the varied phases of the two…
Descriptors: Instructional Effectiveness, Preservice Teachers, Practicums, Student Attitudes
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Bongers, Amanda; Northoff, Georg; Flynn, Alison B. – Chemistry Education Research and Practice, 2019
Creating and using models are essential skills in chemistry. Novices and experts alike rely on conceptual models to build their own personal mental models for predicting and explaining molecular processes. There is evidence that chemistry students lack rich mental models of the molecular level; their mental models of reaction mechanisms have often…
Descriptors: Science Instruction, Schemata (Cognition), Teaching Methods, Scientific Concepts
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Ralph, Vanessa R.; Lewis, Scott E. – Chemistry Education Research and Practice, 2019
Students who score within the bottom quartile on cognitive measures of math aptitude have been identified as at-risk for low performance in chemistry courses, with less attention as to "why" such differential performance persists. At-risk students struggle most differentially on assessment items related to the mole concept and…
Descriptors: At Risk Students, Chemistry, Science Achievement, Mathematics Skills
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Ardura, Diego; Pérez-Bitrián, Alberto – Chemistry Education Research and Practice, 2019
The main goal of the present investigation was to analyze the effect of motivation towards physics & chemistry on achievement in secondary school students. We focused our interest on the comparison between students who chose the subject when becoming optional in the Spanish educational system and those who opted out. Our analyses uncovered the…
Descriptors: Science Achievement, Student Motivation, Physics, Chemistry
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Chen, Ya-Chun; Wilson, Kimberley; Lin, Huann-shyang – Chemistry Education Research and Practice, 2019
Systems thinking has been an educational priority for more than a decade, yet its related assessment and teaching strategies have been understudied in the chemistry education research community. Through the lens of systems thinking, this study explores how undergraduate students connect and translate their conceptual representations when they are…
Descriptors: College Science, Chemistry, Problem Solving, Systems Approach
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Dorfman, Bat-Shahar; Terrill, Bronwyn; Patterson, Kate; Yarden, Anat – Chemistry Education Research and Practice, 2019
Despite the advancements in the production and accessibility of videos and animations, a gap exists between their potential for science teaching and their actual use in the classroom. The aim of this study was to develop and evaluate an approach to boost chemistry and biology teachers' Technological Pedagogical Content Knowledge (TPACK) and their…
Descriptors: Individualized Instruction, Video Technology, Animation, Biochemistry
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