RSC - Chem. Educ. Res. Pract. latest articles

RSC - Chem. Educ. Res. Pract. latest articles

Latest articles

Data-driven activity reform: employing design research to improve scaffolding and concept development

Chem. Educ. Res. Pract., 2020, Advance ArticleDOI: 10.1039/D0RP00157K, PaperBrianna L. Minshall, Ellen J. YezierskiTo cite this article before page numbers are assigned, use the DOI form of citation above.The content of this RSS Feed (c) The Royal Society of Chemistry

The Persistence of Primary School Students’ Initial Ideas about Acids and Bases in the Mental Models of Adults

Chem. Educ. Res. Pract., 2021, Accepted ManuscriptDOI: 10.1039/D0RP00156B, PaperAlena Bučková, Miroslav ProkšaThe paper describes our research aimed to verify the durability of pupils' initial ideas and concepts on the issue of acids and bases. First, we mapped their existence among primary...The content of this RSS Feed (c) The Royal Society of Chemistry

Improving Students’ Summative Knowledge of Introductory Chemistry through Forward Testing Effect: Examining the role of Retrieval Practice Quizzing

Chem. Educ. Res. Pract., 2021, Accepted ManuscriptDOI: 10.1039/D0RP00185F, PaperKaylee Todd, David J. Therriault, Alexander AngerhoferBuilding domain knowledge is essential to a student’s success in any course. Chemistry, similar to other STEM disciplines, has a strong cumulative element (i.e., topic areas continuously build upon prior...The content...

Undergraduate chemistry instructors’ perspectives on their students’ metacognitive development

Chem. Educ. Res. Pract., 2021, Accepted ManuscriptDOI: 10.1039/D0RP00136H, PaperAmber Heidbrink, Melissa Lynn WeinrichMetacognition is an important skill for undergraduate chemistry students, but there has been scant research investigating chemistry instructors’ perspectives of metacognition and the development of their students’ metacognition. Since...

Exploring the impact of the framing of a laboratory experiment on the nature of student argumentation

Chem. Educ. Res. Pract., 2021, Advance ArticleDOI: 10.1039/D0RP00268B, PaperSteven J. Petritis, Colleen Kelley, Vicente TalanquerTo cite this article before page numbers are assigned, use the DOI form of citation above.The content of this RSS Feed (c) The Royal Society of Chemistry

Beyond the beaker: Students’ use of a scaffold to connect observations with the particle level in the organic chemistry laboratory

Chem. Educ. Res. Pract., 2021, Accepted ManuscriptDOI: 10.1039/D0RP00206B, PaperLiz Keiner, Nicole GraulichUnderstanding ongoing chemical processes in the laboratory requires constant shifting between different representational levels—the macroscopic, submicroscopic, and symbolic levels—and analysis of the various mechanistic features of each of these...

I realized what I was doing was not working: the influence of explicit teaching of metacognition on students’ study strategies in a general chemistry I course

Chem. Educ. Res. Pract., 2021, Advance ArticleDOI: 10.1039/D0RP00217H, PaperCaroline Z. Muteti, Carolina Zarraga, Brooke I. Jacob, Tuli M. Mwarumba, Dorothy B. Nkhata, Mwarumba Mwavita, Smita Mohanty, Jacinta M. MutambukiTo cite this article before page numbers are assigned, use the DOI form of citation above.The content of this RSS Feed (c) The Royal...

Exploring the impact of the framing of a laboratory experiment on the nature of student argumentation

Chem. Educ. Res. Pract., 2020, Accepted ManuscriptDOI: 10.1039/D0RP00268B, PaperSteven J. Petritis, Colleen Kelley, Vicente TalanquerResearch on student argumentation in chemistry laboratories has mainly focused on evaluating the quality of students’ arguments and analyzing the structure of such arguments (i.e. claims, evidence, and rationale). Despite...The...

A guide to research question writing for undergraduate chemistry education research students

Chem. Educ. Res. Pract., 2020, 21,1020-1027DOI: 10.1039/D0RP90010A, EditorialMichael K. SeeryThe content of this RSS Feed (c) The Royal Society of Chemistry

Does the way charges and transferred electrons are depicted in an oxidation–reduction animation affect students’ explanations?

Chem. Educ. Res. Pract., 2020, Advance ArticleDOI: 10.1039/D0RP00140F, PaperMartin H. Cole, Dana K. Fuller, Michael J. SangerTo cite this article before page numbers are assigned, use the DOI form of citation above.The content of this RSS Feed (c) The Royal Society of Chemistry

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