OOIR: Observatory of International Research

Papers

(The median citation count of Chemistry Education Research and Practice is 2. 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 2020-03-01 to 2024-03-01.)

Article	Citations
The current state of methods for establishing reliability in qualitative chemistry education research articles	45
Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities	33
Reasoning, granularity, and comparisons in students’ arguments on two organic chemistry items	22
Investigating students’ reasoning over time for case comparisons of acyl transfer reaction mechanisms	20
Implementation of self-regulatory instruction to promote students’ achievement and learning strategies in the high school chemistry classroom	17
Development of a machine learning-based tool to evaluate correct Lewis acid–base model use in written responses to open-ended formative assessment items	16
VR in chemistry, a review of scientific research on advanced atomic/molecular visualization	16
Exploring the impact of the framing of a laboratory experiment on the nature of student argumentation	16
Considering alternative reaction mechanisms: students’ use of multiple representations to reason about mechanisms for a writing-to-learn assignment	15
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	15
Investigating students’ argumentation when judging the plausibility of alternative reaction pathways in organic chemistry	14
Faculty perspectives regarding the integration of systems thinking into chemistry education	14
The role of visuospatial thinking in students’ predictions of molecular geometry	14
Development of pre-service teachers’ pedagogical content knowledge through a PCK-based school experience course	14
Characterizing change in students' self-assessments of understanding when engaged in instructional activities	13
The role of authentic contexts and social elements in supporting organic chemistry students’ interactions with writing-to-learn assignments	13
Pedagogies of engagement use in postsecondary chemistry education in the United States: results from a national survey	13
Guided inquiry-based learning in secondary-school chemistry classes: a case study	12
Assessing teachers’ knowledge: incorporating context-based learning in chemistry	12
Student participation in a coastal water quality citizen science project and its contribution to the conceptual and procedural learning of chemistry	11
Students' understanding of molar concentration	11
Effects of a context-based approach with prediction–observation–explanation on conceptual understanding of the states of matter, heat and temperature	11
Investigating first-year undergraduate chemistry students’ reasoning with reaction coordinate diagrams when choosing among particulate-level reaction mechanisms	10
Investigating patterns of student engagement during collaborative activities in undergraduate chemistry courses	10
Student success and the high school-university transition: 100 years of chemistry education research	10

Patterns of reasoning – exploring the interplay of students’ work with a scaffold and their conceptual knowledge in organic chemistry	10
Considerations on validity for studies using quantitative data in chemistry education research and practice	10
Effects of different ways of using visualizations on high school students’ electrochemistry conceptual understanding and motivation towards chemistry learning	10
Chemistry instructors’ intentions toward developing, teaching, and assessing student representational competence skills	10
Development and validation of an instrument for measuring Chinese chemistry teachers’ perceptions of pedagogical content knowledge for teaching chemistry core competencies	9
University instructors’ knowledge for teaching organic chemistry mechanisms	9
Closing the gap of organic chemistry students’ performance with an adaptive scaffold for argumentation patterns	9
When a machine detects student reasoning: a review of machine learning-based formative assessment of mechanistic reasoning	9
Beyond the beaker: students’ use of a scaffold to connect observations with the particle level in the organic chemistry laboratory	9
Using metavisualization to revise an explanatory model regarding a chemical reaction between ions	9
Program elements’ impact on chemistry doctoral students’ professional development: a longitudinal study	9
Measuring the effectiveness of online preparation videos and questions in the second semester general chemistry laboratory	9
South African physical sciences teachers’ use of formulae and proportion when answering reaction-based stoichiometry calculation questions	8
Writing a review article: what to do with my literature review	8
The impact of representations of chemical bonding on students’ predictions of chemical properties	8
An all-female graduate student organization participating in chemistry outreach: a case study characterizing leadership in the community of practice	8
Incorporating concept development activities into a flipped classroom structure: using PhET simulations to put a twist on the flip	8
Generalized rubric for level of explanation sophistication for nucleophiles in organic chemistry reaction mechanisms	8
Exploring the role of scaffolds in problem-based learning (PBL) in an undergraduate chemistry laboratory	7
Establishing a delicate balance in the relationship between artificial intelligence and authentic assessment in student learning	7
Investigating high school chemistry teachers’ assessment item generation processes for a solubility lab	7
Case study analysis of reflective essays by chemistry post-secondary students within a lab-based community service learning water project	7
Changes in teaching beliefs of early-career chemistry faculty: a longitudinal investigation	7
Prompting hypothetical social comparisons to support chemistry students’ data analysis and interpretations	7
The role of motivation on secondary school students’ causal attributions to choose or abandon chemistry	7
Evaluation of the students’ understanding of models in science (SUMS) for use in undergraduate chemistry	7
Chemistry self-efficacy in lower-division chemistry courses: changes after a semester of instruction and gaps still remain between student groups	7
Student perspectives on chemistry intelligence and their implications for measuring chemistry-specific mindset	7
Investigating small-group cognitive engagement in general chemistry learning activities using qualitative content analysis and the ICAP framework	7
Investigating the impact of three-dimensional learning interventions on student understanding of structure–property relationships	7
Making sense of sensemaking: using the sensemaking epistemic game to investigate student discourse during a collaborative gas law activity	7
Student discourse networks and instructor facilitation in process oriented guided inquiry physical chemistry classes	7
Linking pre-service teachers’ enacted topic specific pedagogical content knowledge to learner achievement in organic chemistry	7
Evaluating electrophile and nucleophile understanding: a large-scale study of learners’ explanations of reaction mechanisms	6
Pedagogical chemistry sensemaking: a novel conceptual framework to facilitate pedagogical sensemaking in model-based lesson planning	6
Qualifying domains of student struggle in undergraduate general chemistry laboratory	6
Investigating student perceptions of transformational intent and classroom culture in organic chemistry courses	6
The integration of a community service learning water project in a post-secondary chemistry lab	6
Chemistry education research and practice in diverse online learning environments: resilience, complexity and opportunity!	6
Problem solving in chemistry supported by metacognitive scaffolding: teaching associates’ perspectives and practices	6
Development of environmental education concepts concerning chemical waste management and treatment: the training experience of undergraduate students	6
Teaching of experimental design skills: results from a longitudinal study	6
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	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	5
Undergraduate chemistry instructors’ perspectives on their students’ metacognitive development	5
Multi-framework case study characterizing organic chemistry instructors’ approaches toward teaching about representations	5
Examining pre-service science teachers’ development and utilization of written and oral argument and representation resources in an argument-based inquiry environment	5
Examining the sources of high school chemistry teachers’ practical knowledge of teaching with practical work: from the teachers’ perspective	5
Relevance and equity: should stoichiometry be the foundation of introductory chemistry courses?	5
Development of the Assessment of Student Knowledge of Green Chemistry Principles (ASK-GCP)	5

Effect of visual anthropomorphic stories on students’ understanding of the particulate nature of matter and anthropomorphic discourse	5
Discipline-specific cognitive factors that influence grade 9 students’ performance in chemistry	5
Variation in chemistry instructors’ evaluations of student written responses and its impact on grading	5
Advancing students’ scientific inquiry performance in chemistry through reading and evaluative reflection	5
Representations of women and men in popular chemistry textbooks in the United Kingdom and Republic of Ireland	5
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	5
Development of the Chemistry Mindset Instrument (CheMI) for use with introductory undergraduate chemistry students	5
Considerations of sample size in chemistry education research: numbers do count but context matters more!	5
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	5
Revisiting faculty members’ goals for the undergraduate chemistry laboratory	5
Implementation and evaluation of an adaptive online summer preparatory course for general chemistry: Whom does it benefit?	5
Teaching stereoisomers through gesture, action, and mental imagery	5
Examining learning of atomic level ideas about precipitation reactions with a resources framework	5
Let's frame it differently – analysis of instructors’ mechanistic explanations	5
Development of the Water Instrument: a comprehensive measure of students’ knowledge of fundamental concepts in general chemistry	4
ChemSims: using simulations and screencasts to help students develop particle-level understanding of equilibrium in an online environment before and during COVID	4
The transition to first year chemistry: student, secondary and tertiary educator's perceptions of student preparedness	4
How teacher enthusiasm affects students’ learning of chemistry declarative knowledge in video lectures	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
Predictions of success in organic chemistry based on a mathematics skills test and academic achievement	4
Students’ interactive engagement, academic achievement and self concept in chemistry: an evaluation of cooperative learning pedagogy	4
Creating and testing an activity with interdisciplinary connections: entropy to osmosis	4
The effectiveness of education with the STEM approach in the development of entrepreneurial thinking in chemistry students	4
Students who prefer face-to-face tests outperform their online peers in organic chemistry	4
Data-driven activity reform: employing design research to improve scaffolding and concept development	4
A holistic framework for developing purposeful practical work	4
Of teachers and textbooks: lower secondary teachers' perceived importance and use of chemistry textbook components	4
Examining students’ quality and perceptions of argumentative and summary writing within a knowledge generation approach to learning in an analytical chemistry course	4
Messages about valued knowledge products and processes embedded within a suite of transformed high school chemistry curricular materials	4
Analysis of factors that affect the nature and quality of student laboratory argumentation	4
Measuring integrated understanding of undergraduate chemistry research experiences: assessing oral and written research artifacts	4
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
Student perceptions of “critical thinking”: insights into clarifying an amorphous construct	3
Visualizing chemistry teachers’ enacted assessment design practices to better understand barriers to “best practices”	3
Tensions between depth and breadth: an exploratory investigation of chemistry assistant professors’ perspectives on content coverage	3
Blending muddiest point activities with the common formative assessments bolsters the performance of marginalized student populations in general chemistry	3
Motivation to learn chemistry: a thorough analysis of the CMQ-II within the Brazilian context	3
Secondary chemistry teacher learning: precursors for and mechanisms of pedagogical conceptual change	3
Benefits of desirable difficulties: comparing the influence of mixed practice to that of categorized sets of questions on students’ problem-solving performance in chemistry	3
Development of pre-service chemistry teachers’ pedagogical content knowledge through mentoring	3
Characterizing and identifying influences on undergraduates’ attitudes towards organic chemistry	3
The attitude to learning chemistry instrument (ALChI): linking sex, achievement, and attitudes	3
Exploring social and cognitive engagement in small groups through a community of learners (CoL) lens	3
Characterization of student problem solving and development of a general workflow for predicting organic reactivity	3
“Every little thing that could possibly be provided helps”: analysis of online first-year chemistry resources using the universal design for learning framework	3
Mixed-methods exploration of students’ written belonging explanations from general chemistry at a selective institution	3
Metacognitive regulation in organic chemistry students: how and why students use metacognitive strategies when predicting reactivity	3
Pre-service chemistry teachers’ use of pedagogical transformation competence to develop topic-specific pedagogical content knowledge for planning to teach acid–base equilibrium	3
Examining the diversity of scientific methods in college entrance chemistry examinations in China	3
Student-generated PowerPoint animations: a study of student teachers’ conceptions of molecular motions through their expressed models	3
Evaluative judgement – a practitioner's case in chemistry research projects	2
Investigating the role of multiple categorization tasks in a curriculum designed around mechanistic patterns and principles	2
Metacognition instruction enhances equity in effective study strategies across demographic groups in the general chemistry I course	2
Analysis of post-secondary instructors’ pedagogical content knowledge of organic acid–base chemistry using content representations	2
Course letter grades and rates of D, W, F grades can introduce variability to course comparisons	2
Examining relationships between chemistry anxiety, chemistry identity, and chemistry career choice in terms of gender: a comparative study using multigroup structural equation modelling	2
Development and implementation of innovative concepts for language-sensitive student laboratories	2
Leveraging cognitive resources to investigate the impact of molecular orientation on students’ activation of symmetry resources	2
A design-based research approach to improving pedagogy in the teaching laboratory	2
Pre-service chemistry teachers’ knowledge of the coordination number and the oxidation number in coordination compounds	2
What resources do high school students activate to link energetic and structural changes in chemical reactions? – A qualitative study	2
Characterizing students’ peer–peer questions: frequency, nature, responses and learning	2
Evaluating the effects of the analogical learning approach on eighth graders’ learning outcomes: the role of metacognition	2
Views of Chinese middle school chemistry teachers on critical thinking	2
Student teachers’ problem-based investigations of chemical phenomena in the nearby outdoor environment	2
Investigating the mangle of teaching oxidation–reduction with the VisChem approach: problematising symbolic traditions that undermine chemistry concept development	2
Measuring student motivation in foundation-level inorganic chemistry courses: a multi-institution study	2
Impacts of the flipped classroom on student performance and problem solving skills in secondary school chemistry courses	2
Ethical statements: a refresher of the minimum requirements for publication of chemistry education research and practice articles	2