Chemistry Education Research and Practice

Papers
(The H4-Index of Chemistry Education Research and Practice is 17. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-11-01 to 2024-11-01.)
ArticleCitations
The current state of methods for establishing reliability in qualitative chemistry education research articles59
Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities38
Reasoning, granularity, and comparisons in students’ arguments on two organic chemistry items30
Investigating students’ reasoning over time for case comparisons of acyl transfer reaction mechanisms28
Patterns of reasoning – exploring the interplay of students’ work with a scaffold and their conceptual knowledge in organic chemistry22
Development of a machine learning-based tool to evaluate correct Lewis acid–base model use in written responses to open-ended formative assessment items21
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 course21
Implementation of self-regulatory instruction to promote students’ achievement and learning strategies in the high school chemistry classroom20
Considering alternative reaction mechanisms: students’ use of multiple representations to reason about mechanisms for a writing-to-learn assignment19
VR in chemistry, a review of scientific research on advanced atomic/molecular visualization19
Development of pre-service teachers’ pedagogical content knowledge through a PCK-based school experience course18
The role of visuospatial thinking in students’ predictions of molecular geometry18
Faculty perspectives regarding the integration of systems thinking into chemistry education18
Establishing a delicate balance in the relationship between artificial intelligence and authentic assessment in student learning18
Pedagogies of engagement use in postsecondary chemistry education in the United States: results from a national survey18
Exploring the impact of the framing of a laboratory experiment on the nature of student argumentation18
Investigating students’ argumentation when judging the plausibility of alternative reaction pathways in organic chemistry17
Assessing teachers’ knowledge: incorporating context-based learning in chemistry17
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