Chemical Education Research: Improving Chemistry Learning

Herron, J. Dudley; Nurrenbern, Susan C.

doi:10.1021/ed076p1353

Cited by 61 publications

(55 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…1) of the research outcomes, an understanding of which often requires knowledge of educational principles, concepts, and language (jargon) that is alien to the average lecturer [9,10]. Compounding this problem is the inadequate dissemination of results [4,11] and the publication thereof in books and journals, which are not readily accessible to scientists [9,12].…”

mentioning

confidence: 99%

“…Another problem of particular relevance at tertiary level is the perception of many scientists that educational research lacks validity ( Fig. 1) and rigor [10]. As in all academic fields, you can encounter both good and bad research but certainly competent science education researchers, just like their science counterparts, would vigorously defend the rigor, reliability, and validity of their research.…”

mentioning

confidence: 99%

“…1) of educators to being open to even trying any new ideas that might be useful for improving their practice. This resistance to change [14] can also stem from a range of other factors such as historical habit (a lecturer has always taught that way and does not want to change); psychological barriers such as fear of change and failure in new endeavors; and resistance to changing ones teaching philosophy [10], from a traditional to a more alternative mode of practice. This problem can be further compounded by a resistance of some students to changes in teaching, learning, and assessment styles with which they are not accustomed.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Bridging the educational research‐teaching practice gap

Anderson

2007

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

There is a large body of educational research results available in the science education literature that could be usefully applied for the improvement of teaching practice in biochemistry and molecular biology. Unfortunately, for a great variety of reasons, such applications are relatively limited in our discipline. In this first paper in the series, ''Bridging the Gap'', I describe some of the barriers that are hampering the bridging of this gap and suggest some possible strategies that colleagues might wish to try in order to promote the wider use of this excellent educational resource.

show abstract

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Bridging the educational research‐teaching practice gap

Anderson

2007

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

show abstract

“…These ideas lead students to make predictions and provide explanations that may differ from currently accepted scientific conceptions, called alternative conceptions (Herron & Nurrenbern, 1999). This research accepts the assumption that learning occurs by construction of knowledge in the mind of the learner (Bodner, 1986); when the learner tries to assimilate new information into his or her existing knowledge structure, former ideas may affect this process.…”

Section: Students' Alternative Conceptions Regarding the Electrochemimentioning

confidence: 78%

Teaching Electrolysis in High School and College—A Comparative Research

Bar¹,

Azaiza²,

Azaiza³

et al. 2017

WJER

View full text Add to dashboard Cite

This paper presents a comparative research between high school and college students, regarding the basic concepts of electrolysis. The importance of electrolysis as a crossroad between sciences, and as essential for understanding the causes of electricity and the influence on technology, is emphasized.The results showed a significant difference between the pre-test and the post-tests. The achievements of the college students were higher than those of the high school, however some of the difficulties observed in the high school still exist to some extent in the college. This paper argues that the history of science can be a useful and fruitful inspiration to science teaching.

show abstract

“…These ideas lead students to make predictions and provide explanations different from currently accepted scientific conceptions, called alternative conceptions (Herron & Nurrenbern, 1999). Because learning occurs by construction of knowledge in the mind of the learner (Bodner, 1986), when the learner tries to assimilate new information into his or her existing knowledge structure, former ideas may affect this process.…”

Section: Students' Alternative Conceptions Regarding the Electrochemimentioning

confidence: 99%