Chemistry Education Research and Practice

Article	Citations
The current state of methods for establishing reliability in qualitative chemistry education research articles	59
Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities	38
Reasoning, granularity, and comparisons in students’ arguments on two organic chemistry items	30
Investigating students’ reasoning over time for case comparisons of acyl transfer reaction mechanisms	28
Patterns of reasoning – exploring the interplay of students’ work with a scaffold and their conceptual knowledge in organic chemistry	22
Development of a machine learning-based tool to evaluate correct Lewis acid–base model use in written responses to open-ended formative assessment items	21
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	21
Implementation of self-regulatory instruction to promote students’ achievement and learning strategies in the high school chemistry classroom	20
Considering alternative reaction mechanisms: students’ use of multiple representations to reason about mechanisms for a writing-to-learn assignment	19
VR in chemistry, a review of scientific research on advanced atomic/molecular visualization	19
Exploring the impact of the framing of a laboratory experiment on the nature of student argumentation	18
Development of pre-service teachers’ pedagogical content knowledge through a PCK-based school experience course	18
The role of visuospatial thinking in students’ predictions of molecular geometry	18
Faculty perspectives regarding the integration of systems thinking into chemistry education	18
Establishing a delicate balance in the relationship between artificial intelligence and authentic assessment in student learning	18
Pedagogies of engagement use in postsecondary chemistry education in the United States: results from a national survey	18
Assessing teachers’ knowledge: incorporating context-based learning in chemistry	17
Investigating students’ argumentation when judging the plausibility of alternative reaction pathways in organic chemistry	17
Chemistry instructors’ intentions toward developing, teaching, and assessing student representational competence skills	16
Guided inquiry-based learning in secondary-school chemistry classes: a case study	16
The role of authentic contexts and social elements in supporting organic chemistry students’ interactions with writing-to-learn assignments	16
Beyond the beaker: students’ use of a scaffold to connect observations with the particle level in the organic chemistry laboratory	16
Closing the gap of organic chemistry students’ performance with an adaptive scaffold for argumentation patterns	15
Characterizing change in students' self-assessments of understanding when engaged in instructional activities	15
Student participation in a coastal water quality citizen science project and its contribution to the conceptual and procedural learning of chemistry	15

Investigating patterns of student engagement during collaborative activities in undergraduate chemistry courses	15
When a machine detects student reasoning: a review of machine learning-based formative assessment of mechanistic reasoning	15
Students' understanding of molar concentration	14
Generalized rubric for level of explanation sophistication for nucleophiles in organic chemistry reaction mechanisms	14
Considerations on validity for studies using quantitative data in chemistry education research and practice	14
University instructors’ knowledge for teaching organic chemistry mechanisms	14
Development and validation of an instrument for measuring Chinese chemistry teachers’ perceptions of pedagogical content knowledge for teaching chemistry core competencies	13
Investigating first-year undergraduate chemistry students’ reasoning with reaction coordinate diagrams when choosing among particulate-level reaction mechanisms	13
Measuring the effectiveness of online preparation videos and questions in the second semester general chemistry laboratory	12
Changes in teaching beliefs of early-career chemistry faculty: a longitudinal investigation	12
Effects of different ways of using visualizations on high school students’ electrochemistry conceptual understanding and motivation towards chemistry learning	12
Student success and the high school-university transition: 100 years of chemistry education research	12
Qualifying domains of student struggle in undergraduate general chemistry laboratory	12
Incorporating concept development activities into a flipped classroom structure: using PhET simulations to put a twist on the flip	11
Analysis of biochemistry students’ graphical reasoning using misconceptions constructivism and fine-grained constructivism: why assumptions about the nature and structure of knowledge matter for resea	11
The role of motivation on secondary school students’ causal attributions to choose or abandon chemistry	11
Location-thinking, value-thinking, and graphical forms: combining analytical frameworks to analyze inferences made by students when interpreting the points and trends on a reaction coordinate diagram	11
Evaluating electrophile and nucleophile understanding: a large-scale study of learners’ explanations of reaction mechanisms	11
Effects of a context-based approach with prediction–observation–explanation on conceptual understanding of the states of matter, heat and temperature	11
Multi-framework case study characterizing organic chemistry instructors’ approaches toward teaching about representations	11
Program elements’ impact on chemistry doctoral students’ professional development: a longitudinal study	11
The impact of representations of chemical bonding on students’ predictions of chemical properties	10
Chemistry self-efficacy in lower-division chemistry courses: changes after a semester of instruction and gaps still remain between student groups	10
Investigating the impact of three-dimensional learning interventions on student understanding of structure–property relationships	10
Making sense of sensemaking: using the sensemaking epistemic game to investigate student discourse during a collaborative gas law activity	10
Let's frame it differently – analysis of instructors’ mechanistic explanations	10
Representations of women and men in popular chemistry textbooks in the United Kingdom and Republic of Ireland	10
Considering the hexad of learning domains in the laboratory to address the overlooked aspects of chemistry education and fragmentary approach to assessment of student learning	10
Using metavisualization to revise an explanatory model regarding a chemical reaction between ions	10
Student perspectives on chemistry intelligence and their implications for measuring chemistry-specific mindset	9
South African physical sciences teachers’ use of formulae and proportion when answering reaction-based stoichiometry calculation questions	9
Of teachers and textbooks: lower secondary teachers' perceived importance and use of chemistry textbook components	9
Writing a review article: what to do with my literature review	9
Investigating small-group cognitive engagement in general chemistry learning activities using qualitative content analysis and the ICAP framework	9
Exploring the role of scaffolds in problem-based learning (PBL) in an undergraduate chemistry laboratory	9
Chemistry education research and practice in diverse online learning environments: resilience, complexity and opportunity!	9
Development of the Assessment of Student Knowledge of Green Chemistry Principles (ASK-GCP)	9
What resources do high school students activate to link energetic and structural changes in chemical reactions? – A qualitative study	9
Investigating student perceptions of transformational intent and classroom culture in organic chemistry courses	9
Problem solving in chemistry supported by metacognitive scaffolding: teaching associates’ perspectives and practices	9
Revisiting faculty members’ goals for the undergraduate chemistry laboratory	8
Examining learning of atomic level ideas about precipitation reactions with a resources framework	8
Student discourse networks and instructor facilitation in process oriented guided inquiry physical chemistry classes	8
Linking pre-service teachers’ enacted topic specific pedagogical content knowledge to learner achievement in organic chemistry	8
Development of environmental education concepts concerning chemical waste management and treatment: the training experience of undergraduate students	8
10 Guiding principles for learning in the laboratory	8
Development of the Chemistry Mindset Instrument (CheMI) for use with introductory undergraduate chemistry students	8
Pedagogical chemistry sensemaking: a novel conceptual framework to facilitate pedagogical sensemaking in model-based lesson planning	8
Case study analysis of reflective essays by chemistry post-secondary students within a lab-based community service learning water project	8
An all-female graduate student organization participating in chemistry outreach: a case study characterizing leadership in the community of practice	8

Prompting hypothetical social comparisons to support chemistry students’ data analysis and interpretations	7
Characterizing and identifying influences on undergraduates’ attitudes towards organic chemistry	7
Evaluation of the students’ understanding of models in science (SUMS) for use in undergraduate chemistry	7
The effectiveness of education with the STEM approach in the development of entrepreneurial thinking in chemistry students	7
Effect of visual anthropomorphic stories on students’ understanding of the particulate nature of matter and anthropomorphic discourse	7
The transition to first year chemistry: student, secondary and tertiary educator's perceptions of student preparedness	7
How teacher enthusiasm affects students’ learning of chemistry declarative knowledge in video lectures	7
Analysis of organic chemistry students’ developing reasoning elicited by a scaffolded case comparison activity	7
Examining pre-service science teachers’ development and utilization of written and oral argument and representation resources in an argument-based inquiry environment	7
Messages about valued knowledge products and processes embedded within a suite of transformed high school chemistry curricular materials	7
Relevance and equity: should stoichiometry be the foundation of introductory chemistry courses?	7
Investigating high school chemistry teachers’ assessment item generation processes for a solubility lab	7
Teaching of experimental design skills: results from a longitudinal study	6
Exploring the use of a writing-to-learn activity embedded with multiple modes using ‘Popplet’ on pre-university students’ alternative conceptions on transition metals	6
Course letter grades and rates of D, W, F grades can introduce variability to course comparisons	6
Development of pre-service chemistry teachers’ pedagogical content knowledge through mentoring	6
The integration of a community service learning water project in a post-secondary chemistry lab	6
Measuring student motivation in foundation-level inorganic chemistry courses: a multi-institution study	6
Students’ interactive engagement, academic achievement and self concept in chemistry: an evaluation of cooperative learning pedagogy	6
Social support and continuing motivation in chemistry: the mediating roles of interest in chemistry and chemistry self-efficacy	6
Teaching stereoisomers through gesture, action, and mental imagery	6
Considerations of sample size in chemistry education research: numbers do count but context matters more!	6
Implementation and evaluation of an adaptive online summer preparatory course for general chemistry: Whom does it benefit?	6
Development of the Water Instrument: a comprehensive measure of students’ knowledge of fundamental concepts in general chemistry	5
The use of frameworks in chemistry education research	5
ChemSims: using simulations and screencasts to help students develop particle-level understanding of equilibrium in an online environment before and during COVID	5
Examining the sources of high school chemistry teachers’ practical knowledge of teaching with practical work: from the teachers’ perspective	5
Leveraging cognitive resources to investigate the impact of molecular orientation on students’ activation of symmetry resources	5
Effectiveness of particulate nature of matter (PNM)-based intervention studies in improving academic performance: a meta-analysis study	5
“Every little thing that could possibly be provided helps”: analysis of online first-year chemistry resources using the universal design for learning framework	5
Undergraduate chemistry instructors’ perspectives on their students’ metacognitive development	5
Mixed-methods exploration of students’ written belonging explanations from general chemistry at a selective institution	5
Advancing students’ scientific inquiry performance in chemistry through reading and evaluative reflection	5
Examining students’ quality and perceptions of argumentative and summary writing within a knowledge generation approach to learning in an analytical chemistry course	5
Motivation to learn chemistry: a thorough analysis of the CMQ-II within the Brazilian context	5
Predictions of success in organic chemistry based on a mathematics skills test and academic achievement	5
Variation in chemistry instructors’ evaluations of student written responses and its impact on grading	5
Discipline-specific cognitive factors that influence grade 9 students’ performance in chemistry	5
Student perceptions of “critical thinking”: insights into clarifying an amorphous construct	5
Tensions between depth and breadth: an exploratory investigation of chemistry assistant professors’ perspectives on content coverage	5
Blooming student difficulties in dealing with organic reaction mechanisms – an attempt at systemization	5
Examining the diversity of scientific methods in college entrance chemistry examinations in China	5
Data-driven activity reform: employing design research to improve scaffolding and concept development	5
Exploring social and cognitive engagement in small groups through a community of learners (CoL) lens	4
Measuring integrated understanding of undergraduate chemistry research experiences: assessing oral and written research artifacts	4
A design-based research approach to improving pedagogy in the teaching laboratory	4
A holistic framework for developing purposeful practical work	4
Examining relationships between chemistry anxiety, chemistry identity, and chemistry career choice in terms of gender: a comparative study using multigroup structural equation modelling	4
Change in students’ explanation of the shape of snowflakes after collaborative immersive virtual reality	4
Metacognitive regulation in organic chemistry students: how and why students use metacognitive strategies when predicting reactivity	4
Students who prefer face-to-face tests outperform their online peers in organic chemistry	4
Analysis of factors that affect the nature and quality of student laboratory argumentation	4
The topic-specific nature of experienced chemistry teachers’ pedagogical content knowledge in the topics of interactions between chemical species and states of matter	4
Benefits of desirable difficulties: comparing the influence of mixed practice to that of categorized sets of questions on students’ problem-solving performance in chemistry	4
Exploring diversity: student's (un-)productive use of resonance in organic chemistry tasks through the lens of the coordination class theory	4
Creating and testing an activity with interdisciplinary connections: entropy to osmosis	4
The attitude to learning chemistry instrument (ALChI): linking sex, achievement, and attitudes	4
Pre-service chemistry teachers’ use of pedagogical transformation competence to develop topic-specific pedagogical content knowledge for planning to teach acid–base equilibrium	4
Metacognition instruction enhances equity in effective study strategies across demographic groups in the general chemistry I course	4
Analysis of post-secondary instructors’ pedagogical content knowledge of organic acid–base chemistry using content representations	4
Student-generated PowerPoint animations: a study of student teachers’ conceptions of molecular motions through their expressed models	4
The evolution of an assignment: how a Writing-to-Learn assignment's design shapes organic chemistry students’ elaborations on reaction mechanisms	4
Organic chemistry students’ use of stability in mental models on acid and base strength	4
What's in a word? Student beliefs and understanding about green chemistry	4
The effect of metacognition on students’ chemistry identity: the chain mediating role of chemistry learning burnout and chemistry learning flow	4
Beliefs versus resources: a tale of two models of epistemology	4
Development and implementation of innovative concepts for language-sensitive student laboratories	3
Analysis of students’ diagrams of water molecules in snowflakes to reveal their conceptual understanding of hydrogen bonds	3
Adapting gaze-transition entropy analysis to compare participants’ problem solving approaches for chemistry word problems	3
How chemists handle not-knowing in reasoning about a novel problem	3
Enabling general chemistry students to take part in experimental design activities	3
Characterization of student problem solving and development of a general workflow for predicting organic reactivity	3
The persistence of primary school students’ initial ideas about acids and bases in the mental models of adults	3
Intersecting visual and verbal representations and levels of reasoning in the structure of matter learning progression	3
Views of Chinese middle school chemistry teachers on critical thinking	3
Preservice teachers’ enactment of formative assessment using rubrics in the inquiry-based chemistry laboratory	3
Blending muddiest point activities with the common formative assessments bolsters the performance of marginalized student populations in general chemistry	3
Developing green chemistry educational principles by exploring the pedagogical content knowledge of secondary and pre-secondary school teachers	3
Secondary chemistry teacher learning: precursors for and mechanisms of pedagogical conceptual change	3
The efficacy of instruction in application of mole ratios and submicro- and macro-scopic equivalent forms of the mole within the unit factor method	3

Visualizing chemistry teachers’ enacted assessment design practices to better understand barriers to “best practices”	3
Improving students’ summative knowledge of introductory chemistry through the forward testing effect: examining the role of retrieval practice quizzing	3
Investigating the role of multiple categorization tasks in a curriculum designed around mechanistic patterns and principles	3
Student perceptions of partial charges and nucleophilicity/electrophilicity when provided with either a bond-line, ball-and-stick, or electrostatic potential map for molecular representation	3
Investigating the mangle of teaching oxidation–reduction with the VisChem approach: problematising symbolic traditions that undermine chemistry concept development	3
Inoculating students against science-based manipulation strategies in social media: debunking the concept of ‘water with conductivity extract’	3
Teaching crystal structures in undergraduate courses: a systematic review from a disciplinary literacy perspective	3
A characterization of chemistry learners’ engagement in data analysis and interpretation	3