Chemistry Education Research and Practice

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 2020-05-01 to 2024-05-01.)
ArticleCitations
The current state of methods for establishing reliability in qualitative chemistry education research articles48
Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities34
Reasoning, granularity, and comparisons in students’ arguments on two organic chemistry items25
Investigating students’ reasoning over time for case comparisons of acyl transfer reaction mechanisms23
Development of a machine learning-based tool to evaluate correct Lewis acid–base model use in written responses to open-ended formative assessment items19
Exploring the impact of the framing of a laboratory experiment on the nature of student argumentation17
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 course17
Implementation of self-regulatory instruction to promote students’ achievement and learning strategies in the high school chemistry classroom17
Development of pre-service teachers’ pedagogical content knowledge through a PCK-based school experience course17
Considering alternative reaction mechanisms: students’ use of multiple representations to reason about mechanisms for a writing-to-learn assignment17
VR in chemistry, a review of scientific research on advanced atomic/molecular visualization17
Investigating students’ argumentation when judging the plausibility of alternative reaction pathways in organic chemistry15
The role of visuospatial thinking in students’ predictions of molecular geometry15
Pedagogies of engagement use in postsecondary chemistry education in the United States: results from a national survey15
Faculty perspectives regarding the integration of systems thinking into chemistry education14
The role of authentic contexts and social elements in supporting organic chemistry students’ interactions with writing-to-learn assignments14
Guided inquiry-based learning in secondary-school chemistry classes: a case study14
Characterizing change in students' self-assessments of understanding when engaged in instructional activities14
Student participation in a coastal water quality citizen science project and its contribution to the conceptual and procedural learning of chemistry13
When a machine detects student reasoning: a review of machine learning-based formative assessment of mechanistic reasoning12
Patterns of reasoning – exploring the interplay of students’ work with a scaffold and their conceptual knowledge in organic chemistry12
Establishing a delicate balance in the relationship between artificial intelligence and authentic assessment in student learning12
Chemistry instructors’ intentions toward developing, teaching, and assessing student representational competence skills12
Assessing teachers’ knowledge: incorporating context-based learning in chemistry12
Beyond the beaker: students’ use of a scaffold to connect observations with the particle level in the organic chemistry laboratory11
Effects of a context-based approach with prediction–observation–explanation on conceptual understanding of the states of matter, heat and temperature11
Students' understanding of molar concentration11
Closing the gap of organic chemistry students’ performance with an adaptive scaffold for argumentation patterns11
University instructors’ knowledge for teaching organic chemistry mechanisms10
Measuring the effectiveness of online preparation videos and questions in the second semester general chemistry laboratory10
Generalized rubric for level of explanation sophistication for nucleophiles in organic chemistry reaction mechanisms10
Considerations on validity for studies using quantitative data in chemistry education research and practice10
Student success and the high school-university transition: 100 years of chemistry education research10
Investigating patterns of student engagement during collaborative activities in undergraduate chemistry courses10
Development and validation of an instrument for measuring Chinese chemistry teachers’ perceptions of pedagogical content knowledge for teaching chemistry core competencies10
Investigating first-year undergraduate chemistry students’ reasoning with reaction coordinate diagrams when choosing among particulate-level reaction mechanisms10
Effects of different ways of using visualizations on high school students’ electrochemistry conceptual understanding and motivation towards chemistry learning10
Program elements’ impact on chemistry doctoral students’ professional development: a longitudinal study9
Changes in teaching beliefs of early-career chemistry faculty: a longitudinal investigation9
Qualifying domains of student struggle in undergraduate general chemistry laboratory9
The impact of representations of chemical bonding on students’ predictions of chemical properties9
Using metavisualization to revise an explanatory model regarding a chemical reaction between ions9
Investigating small-group cognitive engagement in general chemistry learning activities using qualitative content analysis and the ICAP framework8
Incorporating concept development activities into a flipped classroom structure: using PhET simulations to put a twist on the flip8
An all-female graduate student organization participating in chemistry outreach: a case study characterizing leadership in the community of practice8
Investigating the impact of three-dimensional learning interventions on student understanding of structure–property relationships8
Pedagogical chemistry sensemaking: a novel conceptual framework to facilitate pedagogical sensemaking in model-based lesson planning8
Writing a review article: what to do with my literature review8
South African physical sciences teachers’ use of formulae and proportion when answering reaction-based stoichiometry calculation questions8
Chemistry education research and practice in diverse online learning environments: resilience, complexity and opportunity!8
Making sense of sensemaking: using the sensemaking epistemic game to investigate student discourse during a collaborative gas law activity7
Evaluation of the students’ understanding of models in science (SUMS) for use in undergraduate chemistry7
Student discourse networks and instructor facilitation in process oriented guided inquiry physical chemistry classes7
Exploring the role of scaffolds in problem-based learning (PBL) in an undergraduate chemistry laboratory7
Revisiting faculty members’ goals for the undergraduate chemistry laboratory7
The role of motivation on secondary school students’ causal attributions to choose or abandon chemistry7
Relevance and equity: should stoichiometry be the foundation of introductory chemistry courses?7
Case study analysis of reflective essays by chemistry post-secondary students within a lab-based community service learning water project7
Student perspectives on chemistry intelligence and their implications for measuring chemistry-specific mindset7
Representations of women and men in popular chemistry textbooks in the United Kingdom and Republic of Ireland7
Multi-framework case study characterizing organic chemistry instructors’ approaches toward teaching about representations7
Considering the hexad of learning domains in the laboratory to address the overlooked aspects of chemistry education and fragmentary approach to assessment of student learning7
Investigating high school chemistry teachers’ assessment item generation processes for a solubility lab7
Chemistry self-efficacy in lower-division chemistry courses: changes after a semester of instruction and gaps still remain between student groups7
Linking pre-service teachers’ enacted topic specific pedagogical content knowledge to learner achievement in organic chemistry7
Prompting hypothetical social comparisons to support chemistry students’ data analysis and interpretations7
Development of environmental education concepts concerning chemical waste management and treatment: the training experience of undergraduate students7
Evaluating electrophile and nucleophile understanding: a large-scale study of learners’ explanations of reaction mechanisms7
Investigating student perceptions of transformational intent and classroom culture in organic chemistry courses6
Examining learning of atomic level ideas about precipitation reactions with a resources framework6
Development of the Chemistry Mindset Instrument (CheMI) for use with introductory undergraduate chemistry students6
Teaching of experimental design skills: results from a longitudinal study6
How teacher enthusiasm affects students’ learning of chemistry declarative knowledge in video lectures6
Development of the Assessment of Student Knowledge of Green Chemistry Principles (ASK-GCP)6
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 diagram6
The integration of a community service learning water project in a post-secondary chemistry lab6
Problem solving in chemistry supported by metacognitive scaffolding: teaching associates’ perspectives and practices6
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