scholarly journals Preparing Modified Bonding Representations Inventory: Challenges and Solution

2021 ◽  
Vol 4 (3) ◽  
pp. 441
Author(s):  
Pinaki Chowdhury
Keyword(s):  
Content Knowledge ◽  
Chemistry Education ◽  
Computer Software ◽  
Long Distance ◽  
Microsoft Excel ◽  
Data Collection Process ◽  
Analysis Laboratory ◽  
Chemistry Education Research ◽  
Local Use ◽  
Measuring Tool

Collecting data on learners' performance in different chemistry contents and analysing them to identify their knowledge and understanding in related content areas is a major task of Chemistry Education Research. The data collection process on the learners' content knowledge and understanding of content knowledge requires a standard measuring tool. The preparation of standardized tools for measuring academic achievement requires computer software. All software used in the standardization of a tool comes at a cost and requires training for the researcher involved in handling the situation, which can impede the smooth running of a project. The same was the situation when the author was working on modifying the bonding representations inventory (BRI) for its local use in South Africa. The data analysis laboratory was situated in a different city, 500 km away from the researcher's field of work. Owing to the long distance and communication delay, the author was concerned with delays in the project. It is known that necessity, which can create an opportunity. The Microsoft Excel (MS-Excel) platform was used for standardizing the modified BRI because MS-Excel is available as a standard in MS-Office on the Windows platform. This paper presents a fact. That, a tool can be standardized by using MS-Excel without any complexity.

scholarly journals A systematic review of 3D printing in chemistry education – analysis of earlier research and educational use through technological pedagogical content knowledge framework

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Johannes Pernaa ◽  
Susanne Wiedmer
Keyword(s):  
Education Research ◽  
3D Printing ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Chemistry Education ◽  
Qualitative Content Analysis ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
Chemistry Education Research

AbstractThe focus of this systematic literature analysis is to provide a comprehensive review of earlier research on the utilisation of 3D printers in chemistry education. The objective is to offer research-based knowledge for developing chemistry education through following research questions: what kind of work has been done in the field of 3D printing in chemistry education; what kind of design strategies have been implemented; how 3D printing has been used in chemistry education research. The data consists of 47 peer-reviewed articles which were analysed via qualitative content analysis using a technological pedagogical content knowledge framework. Theoretical framework was selected because integrating 3D printing in chemistry education requires knowledge of chemistry, technology, and most importantly, pedagogy. Our research indicates that integrating 3D printing begins by analysing current challenges which are reasoned via pedagogical or technological content knowledge-based arguments. 3D printing was used for producing solutions (e.g. physical models) that support working with found challenges. In chemistry education research, 3D printing has mainly been used for printing research instruments; few studies have investigated its effect on learning or students’ perceptions towards it. There is a great need for comprehensive student-centred pedagogical models for the use of 3D printing in chemistry education.

Student Success and the High School-University Transition: 100 Years of Chemistry Education Research

2021 ◽  
Author(s):  
David Stone
Keyword(s):  
High School ◽  
Education Research ◽  
Student Success ◽  
Chemistry Education ◽  
100Th Anniversary ◽  
University Transition ◽  
Excellent Opportunity ◽  
Chemistry Education Research

The 100th anniversary of the first article (published in 1921) examining student success and the high school to university transition in chemistry provides an excellent opportunity to consider what has...

Towards a theoretically sound measure of chemistry students’ motivation; investigating rank-sort survey methodology to reduce response style bias

2021 ◽  
Author(s):  
Ying Wang ◽  
Scott E. Lewis
Keyword(s):  
Education Research ◽  
Academic Performance ◽  
Q Methodology ◽  
Chemistry Education ◽  
Academic Motivation ◽  
Survey Methodology ◽  
Likert Scale ◽  
Response Style ◽  
Chemistry Students ◽  
Chemistry Education Research

Prior research has demonstrated the important role of chemistry students’ affect in academic performance. Likert-scale surveys are the most prevalent tools to measure students’ affect within chemistry education research, however, data collected through a Likert-scale survey may exhibit response style bias which can hinder accurately measuring students’ affect. This study investigates the utility of a novel survey methodology, termed rank-sort survey, in understanding students’ academic motivation in a general chemistry course. Informed by Q methodology, in a rank-sort survey participants rank a set of statements in terms of level of agreement with limits in place on how many items can be assigned a particular rank. In this investigation, a rank-sort survey was developed by using statements from an existing Likert-scale instrument, the Academic Motivation Survey in Chemistry. Data collected from the rank-sort surveys, compared to Likert-scale surveys, showed a better alignment with self-determination theory, the underlying theoretical framework, and a better ability to predict students’ academic performance in chemistry. The study also discusses which surveys in chemistry education research are likely to benefit from adopting a rank-sort approach.

Identifying the challenging characteristics of systems thinking encountered by undergraduate students in chemistry problem-solving of gas laws

2019 ◽  
Vol 20 (3) ◽  
pp. 594-605 ◽  
Author(s):  
Ya-Chun Chen ◽  
Kimberley Wilson ◽  
Huann-shyang Lin
Keyword(s):  
Problem Solving ◽  
Systems Thinking ◽  
Undergraduate Students ◽  
Teaching Strategies ◽  
Chemistry Education ◽  
Thinking Skills ◽  
Higher Order ◽  
Assessment Instrument ◽  
Complex Chemistry ◽  
Chemistry Education Research

Systems thinking has been an educational priority for more than a decade, yet its related assessment and teaching strategies have been understudied in the chemistry education research community. Through the lens of systems thinking, this study explores how undergraduate students connect and translate their conceptual representations when they are involved in contextualised problem-solving. The ‘Contextualised Problem Solving’ (CPS) assessment instrument contains four open-ended questions about gas law. Three different cohorts of students registered in a physical science course (2016 Fall, 2017 Spring, 2017 Fall semesters) participated in the problem-solving component of CPS. The results showed that only 8% of students were capable of higher order systems thinking ability when they engaged in problem solving. Over half of the students failed to retrieve essential concepts in problem situations. Most of the participants demonstrated difficulties in organising related systems’ components, understanding the cyclic nature of relationships among systems, and identifying limitations in a specific problem context. By identifying the difficulties and challenges of systems thinking experienced by undergraduate students in solving complex chemistry problems, these findings have the potential to provide fresh insights into effective teaching strategies to promote students’ higher order thinking skills.

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