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Much research has identified organic chemistry as an area of difficulty for learners. There is also much literature pertaining to the factors that contribute to learners' difficulties. This paper explores the intersections of teachers' and learners' perceptions of teaching and learning organic chemistry respectively. Understanding these nuances has implications for all involved in the teaching and learning of organic chemistry. Teachers' understanding of their learners' perspectives has a critical influence on developing meaningful learning. This paper reports the perceptions of those teaching and learning organic chemistry at high school and university level. Surveys were used to gather data from four cohorts of participants. These included high school students (n = 276) and teachers (n = 79) from 73 high schools as well as university students (n = 121) and lecturers (n = 20) from 12 different universities in Ireland. While many of the learner participants enjoyed organic chemistry and found it interesting, the majority found it difficult to learn and understand. The learners' attitudes to organic chemistry was compared with their actual level of understanding. This comparison revealed some disparity. The teachers showed a relatively accurate perception of their learners' experience of organic chemistry. While there was broad agreement between the teachers' and learners' perceptions of organic chemistry, the discrepancies are explored to inform future teaching and learning. There were different reasons why teachers and learners identified topics as easy or difficult to teach or learn respectively. This paper provides a novel contribution to existing literature by investigating teachers' and learners' perspectives. There is evidence to suggest that these participants are not aware of the multitude of complex factors impacting their experiences. The participants' views are largely-dominated by external factors in the educational contexts. While these factors are significant, it is important also that teachers and learners become more aware of the intrinsic factors. In any case, educational change is a slow process, and tangible change can only happen within individual classrooms if driven by individual teachers and learners. Many of the extrinsic factors are beyond the control of teachers and learners. However, addressing some of the intrinsic factors is within the capabilities of teachers and learners who are willing to share and develop together. The critical role of teacher's empathy and other factors are identified and addressed in this paper.

This semi-longitudinal investigation identified the chemistry topics that the majority of Irish chemistry pupils/students find difficult, from Junior Certificate level (age 15/16 years) right the way through to University level (age 18+). Pupils/students completed a five point, Likert-type questionnaire listing the topics covered in the different chemistry courses, which asked them whether they found each topic difficult or easy. They were also asked to identify which five topics they found most difficult, ranked 1 to 5. This paper highlights the topics that Irish pupils/students find difficult in chemistry. Topics identified by Irish students are similar to results of studies carried out in the UK by Ratcliffe and in Scotland by Johnstone. This study indicates that a number of topics ranked high in terms of perceived difficulty in both the Leaving Certificate chemistry pupils and University chemistry students lists. These topics were Volumetric Analysis Calculations, Redox Reactions and Concentration of Solutions. The persistence of these topics being seen as difficult throughout the pupils/students experience of chemistry indicates that problems associated with these topics have never truly been addressed. Other findings indicate that the mathematical ability of the pupils/students has an effect on the topics pupils/students chose as difficult or very difficult. (Contains 17 tables and 6 figures.)

Despite several decades of research into the teaching and learning of Science/Chemistry, at both secondary and tertiary level, it has had relatively little impact on practice. In many countries interest in studying Science at school and university is falling, and there is concern over falling numbers and falling standards. There is a changing student population at tertiary level--in many cases more diverse in ability and background, less well prepared in mathematics and science, and often less motivated. This presents problems in maintaining both adequate numbers of graduates and academic standards. Many academics have not adapted sufficiently to this change in the student population. Todays' challenge is how to turn the findings of research on teaching and learning into effective practice; in other words, how to make the teaching and learning of chemistry more evidence-based, as distinct from the sole preoccupation with content. This has implications for the curriculum, for teaching methods and for assessment. One major problem is that much education research is never read by practitioners and even less is applied. This article identifies some of the barriers to implementing the findings of education research and also some of the successes. Ignorance of what is known about teaching and learning chemistry and an unwillingness to change are two main factors. At third-level, teaching needs to be research-led not only in relation to its subject (a contemporary mantra) but also research-led in relation to the process of teaching and learning. There needs to be more effective communication of research findings and exemplars of turning research into practice. (Contains 3 tables and 8 figures.)

Surveys the state of science education in Ireland from primary to third level and describes new initiatives in this area aimed at correcting the swing away from science at a time when the economy is becoming more science based. Focuses on the crucial role of science teachers in their preservice and inservice education in improving science education. (SAH)