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This new book, an edited collection of articles by active chemical education researchers, provides a good entry point for those who want to know more about chemical education research: what it is, how it is done, and its value for the chemistry community.

On the basis of the results of two prior studies at the US Naval Academy (USNA), which described the choice of study resources and the self-reported learning approaches of students of differing ach...

Chemistry-education research (CER) has progressed considerably in the United States since emerging as a discipline in the 1970s. Although CER graduate programs have become well established at a few universities, their success and growth may not be assured. Even with an increasing number of chemistry departments across the United States employing one or more CER faculty, CER can still be a novel entity to many traditional chemists. CER faculty continue to face the challenge of educating colleagues and students about CER scholarship. To start conversations about how we as a community can begin to address some of these challenges, a group of CER faculty representing a variety of backgrounds and experiences were brought together for a symposium at the 2018 Biennial Conference on Chemical Education. Most talks at the symposium were given by copresenters who had not previously worked together but had experience within the given topic. This commentary is an extension of that symposium in which the presenters use...

This study examined similarities and differences in study approaches reported by general chemistry students performing at different achievement levels. The study population consisted of freshmen enrolled in a required year-long general chemistry course at the U.S. Naval Academy. Students in the first and second semesters of the course were surveyed using a modified version of the published Approaches and Study Skills Inventory for Students (ASSIST) referred to as the M-ASSIST (Modified Approaches and Study Skills Inventory). Responses to items associated with using deep or surface approaches to studying were examined for students of three achievement levels (A/B, C, and D/F course grades) using both ANOVA and Structured Means Modeling to look for differences in study approaches between achievement levels. Results show that, with only 12 items, the M-ASSIST can be used to measure differences in reported use of deep and surface approaches by students in different achievement groups; that Structured Means Mo...

We previously reported that students' concept-building approaches, identified a priori using a cognitive psychology laboratory task, extend to learning complex science, technology, engineering, and mathematics topics. This prior study examined student performance in both general and organic chemistry at a select research institution, after accounting for preparation. We found that abstraction learners (defined cognitively as learning the theory underlying related examples) performed higher on course exams than exemplar learners (defined cognitively as learning by memorizing examples). In the present paper, we further examined this initial finding by studying a general chemistry course using a different pedagogical approach (process-oriented guided-inquiry learning) at an institution focused on health science majors, and then extended our studies via think-aloud interviews to probe the effect concept-building approaches have on problem-solving behaviors of average exam performance students. From interviews with students in the average-achieving group, using problems at three transfer levels, we found that: 1) abstraction learners outperformed exemplar learners at all problem levels; 2) abstraction learners relied on understanding and exemplar learners dominantly relied on an algorithm without understanding at all problem levels; and 3) both concept-building-approach students had weaknesses in their metacognitive monitoring accuracy skills, specifically their postperformance confidence level in their solution accuracy.

Students with an insufficient amount of time to study are becoming more prevalent in the general college population as many who enroll in college have competing responsibilities (full-time jobs, childcare, etc.). Such students are likely to choose study resources that they consider to be both effective and efficient. Students at the U.S. Naval Academy (USNA) are constrained in their study time because of their required course load and competing institutional daily requirements. The purpose of this study was to survey which resources students at USNA choose for studying and to look at the difference in choice in relation to different types of assessments and different student achievement levels in chemistry. Students (n = 1015) were surveyed four times during the Fall 2013 semester after both instructor-written assessments and departmental multiple-choice common exams. In these surveys, students reported the main study resource they used to prepare for each assessment. A subset of students (n = 57) was int...

When designing a chemistry education research study it is important that the researcher select or create assessment instruments and methodologies that are valid. This ensures that correct interpretations can be made from the data collected using the instrument or methodology. The two studies described here introduce a novel method for investigating students’ structural knowledge of chemistry topics using a program called Pathfinder. In these studies, the Pathfinder program is investigated for validity (content, construct, criterion, and concurrent), as well as its sensitivity to changes in students’ structural knowledge. Once shown to be valid when used properly, the Pathfinder program can then be employed in future chemistry education research studies to investigate students’ structural knowledge.

1. Myths: What Are They and How Can We Challenge Them? Diane M. Bunce 2. How Long Do Students Retain Knowledge after Taking a General Chemistry Test? Diane M. Bunce and Jessica R. VandenPlas 3. Student-Prepared Formula Sheets in General Chemistry: Do They Help or Hinder Learning? Jessica R. VandenPlas, Jack Barbera, Ky Mickelsen, and Ashton Hjerstedt 4. "Content Coverage" in a Lecture Format versus Activity-Based Instruction Maria T. Oliver-Hoyo 5. Development and Refinement of a Research Study Assessing Student Attention in General Chemistry Kelly Y. Neiles, Elizabeth A. Flens, Diane M. Bunce, and Michael Ferguson 6. Teaching Chemistry with Visualizations: What's the Research Evidence? Vickie M. Williamson 7. "These Kids Can't Do Inquiry," Another Urban Legend Patrick L. Daubenmire, Donald J. Wink, and Adam Tarnoff 8. Do Students Learn Chemistry Content in Accelerated Summer Courses? Mildred V. Hall, Linda A. Wilson, and Michael J. Sanger 9. General Chemistry Student Surveys: Longitudinal Data about Which Factors Helped Students Learn Norbert J. Pienta 10. Using Item Response Theory To Identify and Address Difficult Topics in General Chemistry Kimberly D. Schurmeier, Carrie G. Shepler, Gary J. Lautenschlager, and Charles H. Atwood 11. All Assessment Materials Are Not Created Equal: The Myths about Instrument Development, Validity, and Reliability Jack Barbera and Jessica R. VandenPlas 12. Assessing Conceptual versus Algorithmic Knowledge: Are We Engendering New Myths in Chemical Education? Thomas Holme and Kristen Murphy 13. Diverse Methodologies Used To Challenge Myths Jessica R. VandenPlas and Diane M. Bunce Editor's Biography Indexes

It is a common complaint among teachers that students forget what they have learned soon after taking a test. The phenomenon is seen in both secondary and undergraduate chemistry courses. This study examines the length of time after a test that students in three different chemistry courses (undergraduate nursing, nonscience majors, and high school honors) are able to successfully answer the same free response achievement questions that were on the test. Overall effects on achievement were found to be nonsignificant, as were interaction effects of time interval and logical reasoning level. However, a differential effect between courses on achievement was found, leading to the conclusion that students enrolled in courses in which the continued spiral use of chemistry concepts is not evident, frequent quizzing opportunities are not provided, and a final exam is not given experience a significant decrease in achievement during the first 48 h following a test. This decrease remains constant for at least 2 weeks. Students enrolled in courses in which the spiral use of chemistry concepts is more explicit and regular quizzing opportunities and comprehensive final exams are given did not show a significant decrease in achievement from the original testing to delayed quizzing occasions over a 17-day period.

Students enrolled in three levels of general chemistry self-reported their attention decline during both lecture and other teaching approaches via personal response devices (clickers). Students report attention declines of 1 min or less more often than longer attention lapses. The data suggest that student engagement alternates between attention and nonattention in shorter and shorter cycles as lecture proceeds. Introduction of other pedagogies, specifically, clicker questions and demonstrations resulted in significantly lower self-reported student attention decline than lecture. This effect persisted during lectures immediately following the intervening pedagogies. Implications of this research for teaching are discussed.

Students in chemistry traditionally experience more difficulty responding to essay questions than to calculating a numerical answer for the same concept. The purpose of this study is to investigate students’ understanding of what constitutes a complete and cogent essay answer in chemistry. Preliminary data from thirty-nine non-science majors support the hypothesis that students do not reliably recognize or construct adequate responses to chemistry essay questions. In addition, students’ intention to construct a complete and cogent argument is compared to their actual responses. Inability to construct complete and cogent arguments may result in lower achievement scores on essay questions. Since essay questions are typically used to test both achievement and the effectiveness of innovative teaching practices, this situation may mask significant research results. These data suggest the need for a more extensive investigation of student construction of quality essay answers in chemistry as well as in other sciences. [Chem. Educ. Res. Pract., 2006, 7 (3), 160-169]

Chemistry concepts in three 2-week modules were presented to a treatment and control group of high school students from 10 different high schools. The treatment group was taught using three representations of matter (macroscopic, particulate, and symbolic), whereas only two representations (macroscopic and symbolic) were used with the control group. The treatment group scored significantly higher across the combined score of all three modules. When the data were analyzed for gender–group interactions, females who were taught the particulate representation scored as well as males whereas those who were not taught the particulate representation scored significantly lower than males. Teaching males the particulate representation did not significantly affect males' achievement. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 911–927, 2002

Preface 1. An Introduction to the Tools of Chemistry Education Research Strategies for Qualitative Research 2. Observation as a Tool for Investigating Chemistry Teaching and Learning 3. Using Interviews in CER Projects: Options, Considerations, and Limitations 4. Discourse Analysis as a Tool To Examine Teaching and Learning in the Classroom 5. Using Qualitative Analysis Software To Facilitate Qualitative Data Analysis Analyzing Quantitative Research Data 6. Introduction to the Use of Analysis of Variance in Chemistry Education Research 7. An Introduction to Nonparametric Statistics in Chemistry Education Research 8. Using the Statistical Program R Instead of SPSS To Analyze Data Cognitive-Based Tools for Chemistry Education Research 9. Designing Assessment Tools To Measure Students' Conceptual Knowledge of Chemistry 10. Measuring Knowledge: Tools To Measure Students' Mental Organization of Chemistry Information 11. Eye Tracking Methodology for Chemistry Education Research 12. A Short History of the Use of Technology To Model and Analyze Student Data for Teaching and Research Practical Issues for Planning, Conducting, and Publishing Chemistry Education Research 13. A Two-Pronged Approach to Dealing with Nonsignificant Results 14. Doing Chemistry Education Research in the Real World: Challenges of Multi-Classroom Collaborations 15. Ethical Treatment of the Human Participants in Chemistry Education Research 16. Preparing Chemistry Education Research Manuscripts for Publication APPLICATION 17. Using This Book To Get Started on Your Own Research Editors' Biographies Indexes Author Index Subject Index

The last chapter in the first part of the Section I “Teaching and Learning Chemistry” by Bunce entitled “Challenging Myths about Teaching and Learning Chemistry” argues about students’ learning chemistry never the less teaching is active or it comprises different multimodel representational approaches. Some things in education are repeated so often that they become embedded in the collective memory of both students and teachers. We have come to accept as “truths” such things, for example, students’ attention during lecture, the use of modern technology will increase students’ achievements in chemistry, students just memorize the learning material and do not study for understanding, students forget most of what they learn in chemistry immediately after completing an exam… Bunce discusses further in the chapter about the proofs to support the acceptance of these ideas within the academic community and she tries to explore the truth behind these beliefs and some of the intervening variables that affect their measurement and interpretation. The goal of this chapter is to move our knowledge of how students learn from unsubstantiated opinion to a more accurate research-based foundation.

Conceptual understanding involves being able to represent and translate chemical problems using three forms of representation—macroscopic, particulate, and symbolic. In addition to research on chemical problem solving, a great deal of work on student misconceptions involving chemical phenomena has been conducted. Both the representational formats, and the work on student misconceptions, served as framework for a team of chemical educators to develop a general chemistry standardized exam focused on conceptual understanding that is now available from the ACS Examinations Institute. Several of the item formats differ fromt he conventional single answer multiple choice question currently used on such tests. This article will report the background of the test, the structure of the test, and on-going work of the group.

The enhancement of chemistry students' skill in problem solving through problem categorization is the focus of this study. Twenty-four students in a freshman chemistry course for health professionals are taught how to solve problems using the explicit method of problem solving (EMPS) (Bunce & Heikkinen, 1986). The EMPS is an organized approach to problem analysis which includes encoding the information given in a problem (Given, Asked For), relating this to what is already in long-term memory (Recall), and planning a solution (Overall Plan) before a mathematical solution is attempted. In addition to the EMPS training, treatment students receive three 40-minute sessions following achievement tests in which they are taught how to categorize problems. Control students use this time to review the EMPS solutions of test questions. Although problem categorization is involved in one section of the EMPS (Recall), treatment students who received specific training in problem categorization demonstrate significantly higher achievement on combination problems (those problems requiring the use of more than one chemical topic for their solution) at (p = 0.01) than their counterparts. Significantly higher achievement for treatment students is also measured on an unannounced test (p = 0.02). Analysis of interview transcripts of both treatment and control students illustrates a “Rolodex approach” to problem solving employed by all students in this study. The Rolodex approach involves organizing equations used to solve problems on mental index cards and flipping through them, matching units given when a new problem is to be solved. A second phenomenon observed during student interviews is the absence of a link in the conceptual understanding of the chemical concepts involved in a problem and the problem-solving skills employed to correctly solve problems. This study shows that explicit training in categorization skills and the EMPS can lead to higher achievement in complex problem-solving situations (combination problems and unannounced test). However, such achievement may be limited by the lack of linkages between students' conceptual understanding and improved problem-solving skill.

1. USING THIS BOOK TO FIND ANSWERS TO CHEMICAL EDUCATION RESEARCH QUESTIONS? 2. QUESTIONS TO CHEMICAL EDUCATORS FROM THE CHEMISTRY COMMUNITY 3. FUNDING CHEMICAL EDUCATION RESEARCH 4. CONSTRUCTING GOOD AND RELIABLE QUESTIONS 5. IMPORTANCE OF THEORETICAL FRAMEWORK FOR RESEARCH 6. AN EXAMPLE OF HOW THEORY-BASED RESEARCH CAN IMPACT THE FIELD 7. QUALITATIVE RESEARCH DESIGNS IN CHEMISTRY EDUCATION RESEARCH 8. USING INFERENTIAL STATISTICS TO ANSWER QUANTITATIVE CHEMICAL EDUCATION RESEARCH QUESTIONS 9. MIXED METHODS DESIGNS IN CHEMICAL EDUCATION RESEARCH 10. DESIGNING AND UTLIZING TESTS AND SURVEYS FOR CHEMISTRY EDUCATION RESEARCH EFFORTS Developing Tests and Surveys Which Yield Quantitative Data 11. DRAWING MEANINGFUL CONCLUSIONS 12. ASSESSMENT OF STUDENT LEARNING Guidance for Instructors 13. COLLABORATIVE PROJECTS Being the Chemical Education Resource 14. BUILDING A FRUITFUL RELATIONSHIP BETWEEN THE CHEMISTRY AND CHEMICAL EDUCATION COMMUNITIES WITHIN A DEPARTMENT OF CHEMISTRY

In response to the question "What is your favorite element?" this article relates an activity in which students in a nonmajors chemistry course research an element and make a presentation dressed as that element.

Students enter our chemistry classes with many insecurities and fears about their ability to be successful in chemistry. These fears often result in students choosing memorization rather than understanding as a way to succeed. There are some things that a teacher can do to both lessen student fears and encourage students to pursue deeper understanding of the subject matter. This article introduces readers to some of the student fears as described by the students themselves. Suggestions for ways teachers can address the concerns of students and help facilitate their learning by incorporating the results of research into their courses is also discussed. These include several teaching and curriculum approaches that can be integrated into typical general chemistry classes, such as providing opportunities for students to integrate new knowledge with what they already have and practice this integration during the class; expanded opportunities for two-way communication; developing co-ownership of the course alon...

This paper compares the effectiveness of an electronic student response system (SRS) to deliver ConcepTests with the use of WebCT quizzes for nursing students enrolled in general chemistry, organic chemistry, and biochemistry courses. SRS is a Web-based system designed to assist instructors in delivering and analyzing student responses to questions used in lecture and recitation. Student responses are captured and summarized graphically, providing students and instructors with immediate feedback. WebCT quizzes provide students with another opportunity for practice of the concepts presented in class. Student achievement after experience with either or both SRS and WebCT quizzes on teacher-written hour-long exams and an American Chemical Society final exam was investigated. Results show that small differences in teacher implementation of both of these innovations can have large effects on student achievement. As currently implemented, SRS did not provide opportunities for reflection and review, while WebCT ...

In 1975, Herron () wrote an article for this Journal entitled " Piaget for Chemists" that started many teacher-chemists thinking about why students were not succeeding in their chemistry courses. For many, this article served as their first introduction to Piaget's developmental theory. During the past twenty-five years, Piaget's theory has been expanded, modified and in some cases, even rejected. The developmental theory of Vygotski and the Constructivist and Information Processing learning theories build on much of Piaget's developmental theory. This paper will provide a synopsis of these developmental and learning theories, and offer examples from chemistry curricula reform and research studies that show the effect they have had on our understanding of the teaching and learning process in chemistry.

This report from the year 2000 chair of the Division of Chemical Education of the American Chemical Society urges members to vote.

DivCHED is not a thing, it is a community of people with an interest in teaching chemistry. It is led by an Executive Committee of elected and appointed members who have volunteered to help represent this community and to work to transform ideas into action. Every Division chair begins a term building on the initiatives of previous chairs and adding his/her own. During my term as chair there are three initiatives and one ongoing effort that I, the Executive Committee, and other committees expect to devote extra time and energy to. These initiatives are discussed here.

Almost everyone who teaches chemistry in the K-12 system (or its foreign equivalents) and almost everyone employed as a faculty member in a chemistry department qualifies as a chemical educator: we...

This article includes a rationale for the American Chemical Society's new text (Chemistry in Context), as well as a brief history, and description of the content and pedagogy.