OOIR: Observatory of International Research

Papers

(The TQCC of Chemistry Education Research and Practice is 4. 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 2021-02-01 to 2025-02-01.)

Article	Citations
To identify or not to identify: a choice in chemistry education research and practice	22
Social support and continuing motivation in chemistry: the mediating roles of interest in chemistry and chemistry self-efficacy	19
Measuring student motivation in foundation-level inorganic chemistry courses: a multi-institution study	19
Ontological orientations of educators’ sense of the atom and underlying source domains: a case study of Kotebe Metropolitan University, Ethiopia	18
Insights into the manuscript review process viewed as a constructive journey rather than surviving hurdles	17
Pre-service chemistry teachers’ knowledge of the coordination number and the oxidation number in coordination compounds	16
Investigation of students’ cognitive structures concerning the topic of physical and chemical changes: a cross-level study	16
Measuring integrated understanding of undergraduate chemistry research experiences: assessing oral and written research artifacts	15
Reading textual and non-textual explanations in chemistry texts and textbooks – a review	15
Characterization of student problem solving and development of a general workflow for predicting organic reactivity	15
Predictions of success in organic chemistry based on a mathematics skills test and academic achievement	15
Supporting submicroscopic reasoning in students’ explanations of absorption phenomena using a simulation-based activity	14
A case study on graduate teaching assistants’ teacher noticing when enacting a case-comparison activity in organic chemistry	14
Flipping the script in organic reaction mechanism instruction: using generative pedagogies instead of lecture to improve learning outcomes	12
The conceptual profile of equilibrium and its contributions to the teaching of chemical equilibrium	11
Contents list	11
A design-based research approach to improving pedagogy in the teaching laboratory	10
Analysis of post-secondary instructors’ pedagogical content knowledge of organic acid–base chemistry using content representations	10
The role of authentic contexts and social elements in supporting organic chemistry students’ interactions with writing-to-learn assignments	10
Let's frame it differently – analysis of instructors’ mechanistic explanations	9
Investigating the mangle of teaching oxidation–reduction with the VisChem approach: problematising symbolic traditions that undermine chemistry concept development	9
Modeling students’ epistemic cognition in undergraduate chemistry courses: a review	9
Development of the Assessment of Student Knowledge of Green Chemistry Principles (ASK-GCP)	9
Factors affecting individuals’ cognitive engagement during group work in general chemistry: timing, group size, and question type	9
The relationship between self-handicapping in chemistry and chemistry academic engagement: a moderated mediation model investigation	9

Using feedback loops from computational simulations as resources for sensemaking: a case study from physical chemistry	9
Elements constituting and influencing in-service secondary chemistry teachers’ pedagogical scientific language knowledge	8
Enabling general chemistry students to take part in experimental design activities	8
Chemistry graduate teaching assistants’ teacher noticing	8
Shedding light on language difficulties in introductory spectroscopy	8
Secondary chemistry teacher learning: precursors for and mechanisms of pedagogical conceptual change	7
Front cover	7
Using a combination technique for the assessment of students’ cognitive structures on acid–base chemistry	7
Practices in instrument use and development in chemistry education research and practice 2010–2021	7
A model of curricular content for the educational reconstruction of Green Chemistry: the voice of Chilean science teachers and science education researchers	7
Integrating informal learning in college general chemistry courses	7
Gender differences in high school students’ perceived values and costs of learning chemistry	7
Could competence-based chemistry teaching in secondary school harm students’ performance in upper traditional exams?	7
Inoculating students against science-based manipulation strategies in social media: debunking the concept of ‘water with conductivity extract’	7
Examining the role of assignment design and peer review on student responses and revisions to an organic chemistry writing-to-learn assignment	6
Student conceptualizations and predictions of substitution and elimination reactions: what are they seeing on the page?	6
The use of mobile technology in abductive inquiry-based teaching and learning of chemical bonding	6
Development of pre-service chemistry teachers’ knowledge of technological integration in inquiry-based learning to promote chemistry core competencies	6
Effectiveness of particulate nature of matter (PNM)-based intervention studies in improving academic performance: a meta-analysis study	6
A question of pattern recognition: investigating the impact of structure variation on students’ proficiency in deciding about resonance stabilization	6
A lack of impact of pedagogy (peer-led team learning compared with didactic instruction) on long-term student knowledge of chemical equilibrium	5
Student teachers’ problem-based investigations of chemical phenomena in the nearby outdoor environment	5
Front cover	5
Contribution of an instructional module incorporating PhET simulations to Rwandan students' knowledge of chemical reactions, acids, and bases through social interactions	5
Correction: South African physical sciences teachers’ use of formulae and proportion when answering reaction-based stoichiometry calculation questions	5
Exploring the association between communicating about NMR spectra and acute awareness of stigma attached to one's gender among women in postsecondary organic chemistry courses	5
Making sense of chemical equilibrium: productive teacher–student dialogues as a balancing act between sensemaking and managing tension	5
Contents list	5
Contents list	5
Navigating the interlanguage space: Chinese international students’ perceptions of a virtual chemistry laboratory course	5
Analysis of factors that affect the nature and quality of student laboratory argumentation	5
Turkish science high school students’ mental models of the electron cloud	5
Inside front cover	5
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. Pr	5
Planning and evaluating chemistry outreach: a case study of one collegiate group's approach	4
How chemists handle not-knowing in reasoning about a novel problem	4
Development of problem-solving skills supported by metacognitive scaffolding: insights from students’ written work	4
Metacognition instruction enhances equity in effective study strategies across demographic groups in the general chemistry I course	4
Revealing the development of interaction among components of pedagogical content knowledge in teaching chemical equilibrium	4
Developing green chemistry educational principles by exploring the pedagogical content knowledge of secondary and pre-secondary school teachers	4
Metacognitive problem solving: exploration of students’ perspectives through the lens of multi-dimensional engagement	4
Augmented reality meets Peer instruction	4
Recognition experiences of women of color in chemistry: an intersectional study	4
Evaluating the level of inquiry in postsecondary instructional laboratory experiments: results of a national survey	4
Front cover	4
Front cover	4
Exploring relationships that college instructors seek to build with intention in chemistry classrooms	4
Back cover	4
Implementing an interactive online platform in a large undergraduate general chemistry course and its impact on student learning and perceptions	4
Exploring social and cognitive engagement in small groups through a community of learners (CoL) lens	4

Examining the diversity of scientific methods in college entrance chemistry examinations in China	4
Assessing high school students’ chemical thinking using an essential questions-perspective framework	4
A systematic review of green and sustainable chemistry training research with pedagogical content knowledge framework: current trends and future directions	4
Contents list	4
‘Seeing’ chemistry: investigating the contribution of mental imagery strength on students’ thinking in relation to visuospatial problem solving in chemistry	4