Chemistry Education Research and Practice : fil RSS des derniers articles
Student perceptions of a flipped second-semester postsecondary organic chemistry course through the lens of the community of inquiry framework
Virtual and Hands-on Laboratory Environments in the Chemistry Classroom: The Effect of Prior Chemistry Knowledge
Sensemaking opportunities provided by college chemistry instructors
Layers of competence: analyzing 8th graders’ perceptions of visual and verbal assessment questions on chemical processes vis-à-vis their performance
Why learning redox is difficult even with animations – students’ adherence to cognitive resources
Chemistry in early childhood: storytelling and hands-on water-based activities to foster scientific concepts and ideas
Mindset and achievement in general chemistry: insights from Turkish undergraduate students
Post-pandemic challenges in higher education: learning preferences, performance and dropout in a first-semester chemistry course
Science practices in the general chemistry laboratory: hits, misses, and near misses
Formulation of the theory of equity in chemistry instruction
Evaluation of long-term effects of a force-based approach on student understanding of chemical bonding
A systematic literature review of game-based approaches in chemistry education (2014–2024)
Leveraging a hybrid learning environment and small group recitations to promote higher order learning: incorporating reform-minded instruction within a traditional general chemistry curriculum
Before the lecture begins: unpacking how affective measures impact performance in general chemistry 1
The faces of failure: understanding students’ affective experiences with failure in introductory chemistry laboratory learning activities
Investigating the Gordian knot: how teaching assistants enact equitable and effective teaching during acid–base titrations
What does empathy look like to you? investigating undergraduate chemistry students’ perceptions of empathy in regard to their lived experience at university
Note-taking moderates the relationship between invested mental effort and solving chirality tasks
“It makes me feel better… just because they said I had a solid argument:” characterization of student interaction with peer feedback
Epistemic messages about how and why to learn in organic chemistry lectures
Bridging the expertise gap: a comparative case study of pedagogical scientific language knowledge between an experienced and a novice teacher
Enhancing students’ agency and coherence in organic chemistry through transformed problem design
An exploratory study: impact of peer-led team learning on epistemology, self-efficacy, and belonging in chemistry
Different instructors—different symmetry: variation in instructional approaches and content emphasis in inorganic chemistry
Towards defining, assessing and modelling competency levels in stoichiometry
Failing forward in chemistry laboratory courses: the impact of engagement and mistakes during pre-lab activities on students' situational engagement
Striving to learn to do chemistry in the laboratory: epistemic conation as a fundamental driver of inquiry
Characterising the nature and effect of sensory overload in an undergraduate chemistry teaching laboratory
Exploring the impact of career-relevant reading materials on students’ utility perceptions of chemistry
Principles to foster critical thinking skills and dispositions in an undergraduate physical-chemistry laboratory course: the impact of modified laboratory manuals
Mapping preservice chemistry teachers’ group cognitive structures of electrochemistry and comparison with their understandings of electrochemistry concepts
Fostering STEM identity through storytelling: links to belonging, self-efficacy, classroom climate, and lab performance
Should we scaffold it? Analysing the effect of task format and scaffolding on students’ learning gain
Characterizing epistemic atomic modeling knowledge
Identification and reduction of critical errors in basic laboratory practical: utilizing video tutorials as a tool for enhancing efficiency
Lowering the activation barrier to create a constructively aligned undergraduate chemistry laboratory experience – a review of innovations in assessments and course design
Using the EPIC (exposure, persuasion, identification, and commitment) to develop a measure of student buy-in to laboratory learning goals
Socratic method of questioning: the effect on improving students' understanding and application of chemical kinetics concepts
Problem-based learning with scaffolding assisted by mobile technology: enhancing students' understanding of chemical kinetics
Exploring the effect of a technology-supported science writing heuristic approach on pre-service science teachers’ written argumentation, representation, and reasoning
Using social network analysis method to explore the cognitive knowledge structures of different high school student groups on the topic of “ethanol”