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 2021-11-01 to 2025-11-01.)
ArticleCitations
Contents list35
Supporting submicroscopic reasoning in students’ explanations of absorption phenomena using a simulation-based activity34
A design-based research approach to improving pedagogy in the teaching laboratory33
Contribution of an instructional module incorporating PhET simulations to Rwandan students' knowledge of chemical reactions, acids, and bases through social interactions30
Practices in instrument use and development in chemistry education research and practice 2010–202124
Using a combination technique for the assessment of students’ cognitive structures on acid–base chemistry23
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. Pr23
Chemistry graduate teaching assistants’ teacher noticing21
Examining the role of assignment design and peer review on student responses and revisions to an organic chemistry writing-to-learn assignment21
Front cover21
A model of curricular content for the educational reconstruction of Green Chemistry: the voice of Chilean science teachers and science education researchers21
Gender differences in high school students’ perceived values and costs of learning chemistry21
Recognition experiences of women of color in chemistry: an intersectional study20
Navigating the interlanguage space: Chinese international students’ perceptions of a virtual chemistry laboratory course19
‘Seeing’ chemistry: investigating the contribution of mental imagery strength on students’ thinking in relation to visuospatial problem solving in chemistry19
Making sense of chemical equilibrium: productive teacher–student dialogues as a balancing act between sensemaking and managing tension19
Metacognitive problem solving: exploration of students’ perspectives through the lens of multi-dimensional engagement17
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