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 2020-07-01 to 2024-07-01.)

Article	Citations
The current state of methods for establishing reliability in qualitative chemistry education research articles	50
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	27
Investigating students’ reasoning over time for case comparisons of acyl transfer reaction mechanisms	25
Development of a machine learning-based tool to evaluate correct Lewis acid–base model use in written responses to open-ended formative assessment items	20
VR in chemistry, a review of scientific research on advanced atomic/molecular visualization	19
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	19
Exploring the impact of the framing of a laboratory experiment on the nature of student argumentation	18
Considering alternative reaction mechanisms: students’ use of multiple representations to reason about mechanisms for a writing-to-learn assignment	17
Pedagogies of engagement use in postsecondary chemistry education in the United States: results from a national survey	17
Implementation of self-regulatory instruction to promote students’ achievement and learning strategies in the high school chemistry classroom	17
Development of pre-service teachers’ pedagogical content knowledge through a PCK-based school experience course	17
Patterns of reasoning – exploring the interplay of students’ work with a scaffold and their conceptual knowledge in organic chemistry	16
Student participation in a coastal water quality citizen science project and its contribution to the conceptual and procedural learning of chemistry	15
Faculty perspectives regarding the integration of systems thinking into chemistry education	15
The role of visuospatial thinking in students’ predictions of molecular geometry	15
Characterizing change in students' self-assessments of understanding when engaged in instructional activities	15
Investigating students’ argumentation when judging the plausibility of alternative reaction pathways in organic chemistry	15
The role of authentic contexts and social elements in supporting organic chemistry students’ interactions with writing-to-learn assignments	15
Guided inquiry-based learning in secondary-school chemistry classes: a case study	14
Establishing a delicate balance in the relationship between artificial intelligence and authentic assessment in student learning	14
Beyond the beaker: students’ use of a scaffold to connect observations with the particle level in the organic chemistry laboratory	14
When a machine detects student reasoning: a review of machine learning-based formative assessment of mechanistic reasoning	13
Chemistry instructors’ intentions toward developing, teaching, and assessing student representational competence skills	13
Investigating first-year undergraduate chemistry students’ reasoning with reaction coordinate diagrams when choosing among particulate-level reaction mechanisms	12

Assessing teachers’ knowledge: incorporating context-based learning in chemistry	12
Closing the gap of organic chemistry students’ performance with an adaptive scaffold for argumentation patterns	12
Development and validation of an instrument for measuring Chinese chemistry teachers’ perceptions of pedagogical content knowledge for teaching chemistry core competencies	12
Student success and the high school-university transition: 100 years of chemistry education research	12
Investigating patterns of student engagement during collaborative activities in undergraduate chemistry courses	12
Considerations on validity for studies using quantitative data in chemistry education research and practice	12
University instructors’ knowledge for teaching organic chemistry mechanisms	12
Generalized rubric for level of explanation sophistication for nucleophiles in organic chemistry reaction mechanisms	12
Changes in teaching beliefs of early-career chemistry faculty: a longitudinal investigation	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
Incorporating concept development activities into a flipped classroom structure: using PhET simulations to put a twist on the flip	10
Program elements’ impact on chemistry doctoral students’ professional development: a longitudinal study	10
Using metavisualization to revise an explanatory model regarding a chemical reaction between ions	10
Investigating the impact of three-dimensional learning interventions on student understanding of structure–property relationships	10
Measuring the effectiveness of online preparation videos and questions in the second semester general chemistry laboratory	10
The impact of representations of chemical bonding on students’ predictions of chemical properties	10
Effects of different ways of using visualizations on high school students’ electrochemistry conceptual understanding and motivation towards chemistry learning	10
South African physical sciences teachers’ use of formulae and proportion when answering reaction-based stoichiometry calculation questions	9
Representations of women and men in popular chemistry textbooks in the United Kingdom and Republic of Ireland	9
Evaluating electrophile and nucleophile understanding: a large-scale study of learners’ explanations of reaction mechanisms	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
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	9
Making sense of sensemaking: using the sensemaking epistemic game to investigate student discourse during a collaborative gas law activity	9
Qualifying domains of student struggle in undergraduate general chemistry laboratory	9
Investigating student perceptions of transformational intent and classroom culture in organic chemistry courses	9
The role of motivation on secondary school students’ causal attributions to choose or abandon chemistry	9
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	9
Exploring the role of scaffolds in problem-based learning (PBL) in an undergraduate chemistry laboratory	8
Multi-framework case study characterizing organic chemistry instructors’ approaches toward teaching about representations	8
An all-female graduate student organization participating in chemistry outreach: a case study characterizing leadership in the community of practice	8
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	8
Pedagogical chemistry sensemaking: a novel conceptual framework to facilitate pedagogical sensemaking in model-based lesson planning	8
Development of the Assessment of Student Knowledge of Green Chemistry Principles (ASK-GCP)	8
Revisiting faculty members’ goals for the undergraduate chemistry laboratory	8
Chemistry education research and practice in diverse online learning environments: resilience, complexity and opportunity!	8
Student perspectives on chemistry intelligence and their implications for measuring chemistry-specific mindset	8
Development of environmental education concepts concerning chemical waste management and treatment: the training experience of undergraduate students	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
Examining learning of atomic level ideas about precipitation reactions with a resources framework	7
Evaluation of the students’ understanding of models in science (SUMS) for use in undergraduate chemistry	7
Student discourse networks and instructor facilitation in process oriented guided inquiry physical chemistry classes	7
Prompting hypothetical social comparisons to support chemistry students’ data analysis and interpretations	7
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 project	7
Linking pre-service teachers’ enacted topic specific pedagogical content knowledge to learner achievement in organic chemistry	7
Development of the Chemistry Mindset Instrument (CheMI) for use with introductory undergraduate chemistry students	6
What resources do high school students activate to link energetic and structural changes in chemical reactions? – A qualitative study	6

Examining pre-service science teachers’ development and utilization of written and oral argument and representation resources in an argument-based inquiry environment	6
The transition to first year chemistry: student, secondary and tertiary educator's perceptions of student preparedness	6
How teacher enthusiasm affects students’ learning of chemistry declarative knowledge in video lectures	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
Of teachers and textbooks: lower secondary teachers' perceived importance and use of chemistry textbook components	6
Implementation and evaluation of an adaptive online summer preparatory course for general chemistry: Whom does it benefit?	6
Teaching of experimental design skills: results from a longitudinal study	6
Problem solving in chemistry supported by metacognitive scaffolding: teaching associates’ perspectives and practices	6
Effect of visual anthropomorphic stories on students’ understanding of the particulate nature of matter and anthropomorphic discourse	6
Students’ interactive engagement, academic achievement and self concept in chemistry: an evaluation of cooperative learning pedagogy	6
Teaching stereoisomers through gesture, action, and mental imagery	6
The integration of a community service learning water project in a post-secondary chemistry lab	6