Chemistry education | Wikipedia audio article

Chemistry education (or chemical education)
is the study of the teaching and learning of chemistry in all schools, colleges and
universities. Topics in chemistry education might include
understanding how students learn chemistry, how best to teach chemistry, and how to improve
learning outcomes by changing teaching methods and appropriate training of chemistry instructors,
within many modes, including classroom lecture, demonstrations, and laboratory activities. There is a constant need to update the skills
of teachers engaged in teaching chemistry, and so chemistry education speaks to this
need.==Theories of education==
There are at least four different philosophical perspectives that describe how the work in
chemistry education is carried out. The first is what one might call a practitioner’s
perspective, wherein the individuals who are responsible for teaching chemistry (teachers,
instructors, professors) are the ones who ultimately define chemistry education by their
actions. A second perspective is defined by a self-identified
group of chemical educators, faculty members and instructors who, as opposed to declaring
their primary interest in a typical area of laboratory research (organic, inorganic, biochemistry,
etc.), take on an interest in contributing suggestions, essays, observations, and other
descriptive reports of practice into the public domain, through journal publications, books,
and presentations. Dr. Robert L. Lichter, then-Executive Director
of the Camille and Henry Dreyfus Foundation, speaking in a plenary session at the 16th
Biennial Conference on Chemical Education (recent BCCE meetings: [1],[2]), posed the
question “why do terms like ‘chemical educator’ even exist in higher education,
when there is a perfectly respectable term for this activity, namely, ‘chemistry professor.’ One criticism of this view is that few professors
bring any formal preparation in or background about education to their jobs, and so lack
any professional perspective on the teaching and learning enterprise, particularly discoveries
made about effective teaching and how students learn. A third perspective is chemical education
research (CER). Following the example of physics education
research (PER), CER tends to take the theories and methods developed in pre-college science
education research, which generally takes place in Schools of Education, and applies
them to understanding comparable problems in post-secondary settings (in addition to
pre-college settings). Like science education researchers, CER practitioners
tend to study the teaching practices of others as opposed to focusing on their own classroom
practices. Chemical education research is typically carried
out in situ using human subjects from secondary and post-secondary schools. Chemical education research utilizes both
quantitative and qualitative data collection methods. Quantitative methods typically involve collecting
data that can then be analyzed using various statistical methods. Qualitative methods include interviews, observations,
journaling, and other methods common to social science research.Finally, there is an emergent
perspective called The Scholarship of Teaching and Learning (SoTL). Although there is debate on how to best define
SoTL, one of the primary practices is for mainstream faculty members (organic, inorganic,
biochemistry, etc.) to develop a more informed view of their practices, how to carry out
research and reflection on their own teaching, and about what constitutes deep understanding
in student learning.==Fear of chemistry classes==Chemistry courses are required for many university
students, especially for students who are studying science. Some students find chemistry classes and lab
work stressful. This anxiety has been called chemophobia. Fears commonly center on academic performance,
the difficulty of learning chemical equations, and fear of getting lab chemicals on the hands. Women students were more anxious than men. Previous exposure to learning chemistry was
associated with lower anxiety. See also chemophobia for aversion to chemical
compounds rather than chemistry as a subject in education.==Academic journals==
There are many journals where papers related to chemistry education can be found or published. Historically, the circulation of many of these
journals was limited to the country of publication. Some concentrate on chemistry at different
education levels (schools vs. universities) while others cover all education levels. Most of these journals carry a mixture of
articles that range from reports on classroom and laboratory practices to educational research. Australian Journal of Education in Chemistry:
Published by the Royal Australian Chemical Institute and covering both School and University
education. Chemistry Education Research and Practice
(CERP): Published by the Royal Society of Chemistry (RSC) CERP publishes research concerned
with all aspects of chemistry education. CERP publishes theoretical perspectives, literature
reviews, and empirical papers, including systematic evaluations of innovative practice. Education in Chemistry (EiC): Published by
the Royal Society of Chemistry with a coverage of all areas of chemical education. EiC is the RSC’s educational magazine, whereas
CERP is a peer-reviewed research journal. Foundations of Chemistry (FOCH): Published
by Springer]] with a coverage of philosophical and historical aspects of chemical education. Journal of Chemical Education: Published by
the Chemical Education Division of the American Chemical Society and covering both School
and University education. It was established in 1924. The Chemical Educator: Coverage of all areas
of chemical education. Chemical Education Journal: Coverage of all
areas of chemical education, (
, ).
List of scientific journals in chemistryMuch research in chemistry education is also published
in journals in the wider science education field.==See also==
Advancing Chemistry by Enhancing Learning in the Laboratory
Constructivism in science education

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