Chemistry Education Research and Practice : fil RSS des derniers articles
Assessing High School Students’ Chemical Thinking Using an Essential Questions-Perspective Framework
Why do we assess students? Investigating General Chemistry Instructors’ Conceptions of Assessment Purposes and Their Relationships to Assessment Practices
STEM-PT Traveler A Game Based Approach for Learning Elements of Periodic Table: An Approach for Enhancing Secondary School Students’ Motivation for Learning Chemistry
Turkish science high school students’ mental models of the electron cloud
Modeling students’ epistemic cognition in undergraduate chemistry courses: a review
Learning or legitimacy? An investigation of the graduate student milestones within a chemistry doctoral program
Is general chemistry too costly? How different groups of students perceive the task effort and emotional costs of taking a chemistry course and the relationship to achievement and retention
Reply to the ‘Comment on “What resources do high school students activate to link energetic and structural changes in chemical reactions? – A qualitative study”’ by K. S. Taber, Chem. Educ. Res. Pract., 2024, 25, https://doi.org/10.1039/D3RP00232B
Attention is currency: how surface features of Lewis structures influence organic chemistry student reasoning about stability
The relationship between self-handicapping in chemistry and chemistry academic engagement: a moderated mediation model investigation
Factors shaping the choice in chemistry: insights from undergraduate students within a societal context
Factors that influence general chemistry students’ decision making in study strategies
The development of pre-service teachers’ argumentation self-efficacy through argumentation-based chemistry instruction
Critiquing lab technique videos prior to class: can it improve demonstrated technique?
Representing chemistry culture: ethnography's methodological potential in chemistry education research and practice
Widening university participation in learning using students’ contextualised storytelling in general chemistry
Augmented reality meets Peer instruction
Modes of technology integration in chemistry teaching: theory and practice
How ordering concrete and abstract representations in intermolecular force chemistry tasks influences students’ thought processes on the location of dipole–dipole interactions
Shedding light on language difficulties in introductory spectroscopy
Factors affecting individuals’ cognitive engagement during group work in general chemistry: timing, group size, and question type
Exploring factors within an introductory course that influence students’ perception of chemistry
Analysis of organic chemistry students’ developing reasoning elicited by a scaffolded case comparison activity
Examining the role of assignment design and peer review on student responses and revisions to an organic chemistry writing-to-learn assignment
Using feedback loops from computational simulations as resources for sensemaking: a case study from physical chemistry
Implementing an interactive online platform in a large undergraduate general chemistry course and its impact on student learning and perceptions
Depiction of scientific principles, laws and theories in Chemistry textbooks used by students in Singapore
Exploring diversity: student's (un-)productive use of resonance in organic chemistry tasks through the lens of the coordination class theory
Factors associated with chemistry faculty members’ cooperative adoption of evidence-based instructional practices: results from a national survey
Planning and evaluating chemistry outreach: a case study of one collegiate group's approach
Investigating changes in students’ attitudes towards organic chemistry: a longitudinal study
Comment on “What resources do high school students activate to link energetic and structural changes in chemical reactions? – A qualitative study” by B. Pölloth, D. Diekemper and S. Schwarzer, Chem. Educ. Res. Pract., 2023, 24, 1153