OOIR: Observatory of International Research

Papers

(The TQCC of Chemistry Education Research and Practice is 6. 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 2020-04-01 to 2024-04-01.)

Article	Citations
The current state of methods for establishing reliability in qualitative chemistry education research articles	47
Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities	34
Reasoning, granularity, and comparisons in students’ arguments on two organic chemistry items	23
Investigating students’ reasoning over time for case comparisons of acyl transfer reaction mechanisms	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	18
Considering alternative reaction mechanisms: students’ use of multiple representations to reason about mechanisms for a writing-to-learn assignment	17
Implementation of self-regulatory instruction to promote students’ achievement and learning strategies in the high school chemistry classroom	17
VR in chemistry, a review of scientific research on advanced atomic/molecular visualization	17
Exploring the impact of the framing of a laboratory experiment on the nature of student argumentation	17
The role of visuospatial thinking in students’ predictions of molecular geometry	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
Pedagogies of engagement use in postsecondary chemistry education in the United States: results from a national survey	15
Development of pre-service teachers’ pedagogical content knowledge through a PCK-based school experience course	15
Investigating students’ argumentation when judging the plausibility of alternative reaction pathways in organic chemistry	14
Characterizing change in students' self-assessments of understanding when engaged in instructional activities	14
Faculty perspectives regarding the integration of systems thinking into chemistry education	14
The role of authentic contexts and social elements in supporting organic chemistry students’ interactions with writing-to-learn assignments	14
Guided inquiry-based learning in secondary-school chemistry classes: a case study	13
Assessing teachers’ knowledge: incorporating context-based learning in chemistry	12
When a machine detects student reasoning: a review of machine learning-based formative assessment of mechanistic reasoning	12
Effects of a context-based approach with prediction–observation–explanation on conceptual understanding of the states of matter, heat and temperature	11
Student participation in a coastal water quality citizen science project and its contribution to the conceptual and procedural learning of chemistry	11
Patterns of reasoning – exploring the interplay of students’ work with a scaffold and their conceptual knowledge in organic chemistry	11
Students' understanding of molar concentration	11
Development and validation of an instrument for measuring Chinese chemistry teachers’ perceptions of pedagogical content knowledge for teaching chemistry core competencies	10

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
Chemistry instructors’ intentions toward developing, teaching, and assessing student representational competence skills	10
Establishing a delicate balance in the relationship between artificial intelligence and authentic assessment in student learning	10
Student success and the high school-university transition: 100 years of chemistry education research	10
Closing the gap of organic chemistry students’ performance with an adaptive scaffold for argumentation patterns	10
Considerations on validity for studies using quantitative data in chemistry education research and practice	10
Beyond the beaker: students’ use of a scaffold to connect observations with the particle level in the organic chemistry laboratory	10
Effects of different ways of using visualizations on high school students’ electrochemistry conceptual understanding and motivation towards chemistry learning	10
Generalized rubric for level of explanation sophistication for nucleophiles in organic chemistry reaction mechanisms	10
Changes in teaching beliefs of early-career chemistry faculty: a longitudinal investigation	9
Program elements’ impact on chemistry doctoral students’ professional development: a longitudinal study	9
Using metavisualization to revise an explanatory model regarding a chemical reaction between ions	9
University instructors’ knowledge for teaching organic chemistry mechanisms	9
Measuring the effectiveness of online preparation videos and questions in the second semester general chemistry laboratory	9
The impact of representations of chemical bonding on students’ predictions of chemical properties	8
Writing a review article: what to do with my literature review	8
Incorporating concept development activities into a flipped classroom structure: using PhET simulations to put a twist on the flip	8
Making sense of sensemaking: using the sensemaking epistemic game to investigate student discourse during a collaborative gas law activity	8
An all-female graduate student organization participating in chemistry outreach: a case study characterizing leadership in the community of practice	8
South African physical sciences teachers’ use of formulae and proportion when answering reaction-based stoichiometry calculation questions	8
Chemistry education research and practice in diverse online learning environments: resilience, complexity and opportunity!	8
Prompting hypothetical social comparisons to support chemistry students’ data analysis and interpretations	7
Development of environmental education concepts concerning chemical waste management and treatment: the training experience of undergraduate students	7
Evaluating electrophile and nucleophile understanding: a large-scale study of learners’ explanations of reaction mechanisms	7
Evaluation of the students’ understanding of models in science (SUMS) for use in undergraduate chemistry	7
Case study analysis of reflective essays by chemistry post-secondary students within a lab-based community service learning water project	7
Student perspectives on chemistry intelligence and their implications for measuring chemistry-specific mindset	7
Exploring the role of scaffolds in problem-based learning (PBL) in an undergraduate chemistry laboratory	7
Pedagogical chemistry sensemaking: a novel conceptual framework to facilitate pedagogical sensemaking in model-based lesson planning	7
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	7
Qualifying domains of student struggle in undergraduate general chemistry laboratory	7
Student discourse networks and instructor facilitation in process oriented guided inquiry physical chemistry classes	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
The role of motivation on secondary school students’ causal attributions to choose or abandon chemistry	7
Investigating high school chemistry teachers’ assessment item generation processes for a solubility lab	7
Chemistry self-efficacy in lower-division chemistry courses: changes after a semester of instruction and gaps still remain between student groups	7
Linking pre-service teachers’ enacted topic specific pedagogical content knowledge to learner achievement in organic chemistry	7
Relevance and equity: should stoichiometry be the foundation of introductory chemistry courses?	6
Problem solving in chemistry supported by metacognitive scaffolding: teaching associates’ perspectives and practices	6
The integration of a community service learning water project in a post-secondary chemistry lab	6
Examining learning of atomic level ideas about precipitation reactions with a resources framework	6
Development of the Assessment of Student Knowledge of Green Chemistry Principles (ASK-GCP)	6
Representations of women and men in popular chemistry textbooks in the United Kingdom and Republic of Ireland	6
Teaching of experimental design skills: results from a longitudinal study	6
Development of the Chemistry Mindset Instrument (CheMI) for use with introductory undergraduate chemistry students	6
Investigating student perceptions of transformational intent and classroom culture in organic chemistry courses	6