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Hill, Michelle A.; Overton, Tina L.; Thompson, Christopher D.; Kitson, Russell R. A.; Coppo, Paolo – Chemistry Education Research and Practice, 2019
Employers of chemistry graduates are seeking a range of transferable skills from prospective employees, and academics are increasingly seeking to build employability skill development opportunities into the undergraduate curriculum. However, research suggests that undergraduates do not recognise or value such skill development without prompting.…
Descriptors: Chemistry, College Science, Undergraduate Students, Science Process Skills
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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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Caspari, I.; Weinrich, M. L.; Sevian, H.; Graulich, N. – Chemistry Education Research and Practice, 2018
If an organic chemistry student explains that she represents a mechanistic step because ''it's a productive part of the mechanism,'' what meaning could the professor teaching the class attribute to this statement, what is actually communicated, and what does it mean for the student? The professor might think that the explanation is based on…
Descriptors: Organic Chemistry, Abstract Reasoning, Science Process Skills, Scientific Attitudes
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Popova, Maia; Bretz, Stacey Lowery – Chemistry Education Research and Practice, 2018
Organic chemistry students struggle with understanding the energetics of chemical reactions. Reaction coordinate diagrams are one tool that is widely used in organic chemistry classrooms to assist students with visualizing and explaining the energy changes that take place throughout a reaction. Thirty-six students enrolled in organic chemistry II…
Descriptors: Undergraduate Students, Organic Chemistry, Knowledge Level, Scientific Concepts
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Weinrich, M. L.; Sevian, H. – Chemistry Education Research and Practice, 2017
Students often struggle with solving mechanism problems in organic chemistry courses. They frequently focus on surface features, have difficulty attributing meaning to symbols, and do not recognize tasks that are different from the exact tasks practiced. To be more successful, students need to be able to extract salient features, map similarities…
Descriptors: Science Instruction, Organic Chemistry, Problem Solving, Scientific Concepts
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Yuriev, Elizabeth; Naidu, Som; Schembri, Luke S.; Short, Jennifer L. – Chemistry Education Research and Practice, 2017
To scaffold the development of problem-solving skills in chemistry, chemistry educators are exploring a variety of instructional techniques. In this study, we have designed, implemented, and evaluated a problem-solving workflow--''Goldilocks Help''. This workflow builds on work done in the field of problem solving in chemistry and provides…
Descriptors: Chemistry, Science Instruction, Problem Solving, Skill Development
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Ouasri, Ali – Chemistry Education Research and Practice, 2017
This paper investigates the difficulties that Moroccan pupils (18-19) of the second Baccalaureate year encountered in solving chemical equilibrium problems relating to ethanoate ions' reactivity with water and methanoic acid, and to copper-aluminum cells. The pupils were asked to provide answers to questions derived from two problems. The…
Descriptors: Foreign Countries, Late Adolescents, Chemistry, Science Instruction
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Kostic, V. Dj.; Jovanovic, V. P. Stankov; Sekulic, T. M.; Takaci, Dj. B. – Chemistry Education Research and Practice, 2016
Problem solving in the field of quantitative composition of solutions (QCS), expressed as mass share and molar concentration, is essential for chemistry students. Since successful chemistry education is based on different mathematical contents, it is important to be proficient in both mathematical and chemistry concepts as well as interconnections…
Descriptors: Problem Solving, Chemistry, Science Instruction, Mathematical Concepts
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Randles, C. A.; Overton, T. L. – Chemistry Education Research and Practice, 2015
This paper describes the results of a qualitative study using ground theory to investigate the different approaches used by chemists when answering open-ended problems. The study involved undergraduate, industrialist and academic participants who individually answered three open-ended problems using a think aloud protocol. Open-ended problems are…
Descriptors: Chemistry, Undergraduate Students, Problem Solving, Expertise
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Mataka, Lloyd M.; Grunert Kowalske, Megan – Chemistry Education Research and Practice, 2015
A convergent mixed methods research study was used to investigate whether or not undergraduate students who participated in a problem-based learning (PBL) laboratory environment improved their self-efficacy beliefs in chemistry. The Chemistry Attitude and Experience Questionnaire (CAEQ) was used as a pre- and post-test to determine changes in…
Descriptors: Chemistry, Self Efficacy, Science Instruction, Undergraduate Students
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Scott, Fraser J. – Chemistry Education Research and Practice, 2014
This paper describes the utility of using simulated, rather than real, student solutions to problems within a peer-assessment setting and whether this approach can be used as a means of improving performance in chemical calculations. The study involved a small cohort of students, of two levels, who carried out a simulated peer-assessment as a…
Descriptors: Science Instruction, Chemistry, Simulation, Peer Evaluation
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Flynn, Alison B. – Chemistry Education Research and Practice, 2014
Organic chemistry has the long-standing reputation as a challenging course, and organic synthesis is an aspect of organic chemistry that requires students to make the most links between concepts and requires the highest order of thinking. One-on-one interviews were conducted with students from a second undergraduate organic chemistry course in…
Descriptors: Undergraduate Students, Organic Chemistry, Problem Solving, Protocol Analysis
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Tosun, Cemal; Taskesenligil, Yavuz – Chemistry Education Research and Practice, 2013
The aim of this study was to investigate the effect of Problem-Based Learning (PBL) on undergraduate students' learning about solutions and their physical properties, and on their scientific processing skills. The quasi experimental study was carried out through non-equivalent control and comparison groups pre-post test design. The data were…
Descriptors: Instructional Effectiveness, Achievement Tests, Problem Based Learning, Statistical Analysis
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Danjuma, Ibrahim Mohammed – Chemistry Education Research and Practice, 2011
This paper reports part of the results of research on chemical problem solving behavior of pre-service teachers in Plateau and Northeastern states of Nigeria. Specifically, it examines and describes the methods used by 204 pre-service teachers in solving quantitative problems from four topics in chemistry. Namely, gas laws; electrolysis;…
Descriptors: Chemistry, Problem Solving, Foreign Countries, Learning Strategies