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Education Sciences
Special Issues
Evidence-Based Visions and Changes in Chemical Education
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Evidence-Based Visions and Changes in Chemical Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Curriculum and Instruction".

Deadline for manuscript submissions: closed (31 July 2023) | Viewed by 4204

Special Issue Editors

Dr. Shirly Avargil

E-Mail Website
Guest Editor
Faculty of Education in Science and Technology, Technion – Israel Institute of Technology, Haifa 3200003, Israel
Interests: chemistry education; developing and using models; conceptual understanding in chemistry; metacognition; chemistry teachers’ professional development; choosing chemistry as a career; teachers’ professional noticing; assessment knowledge
Prof. Dr. Jenna Koenen

E-Mail Website
Guest Editor
Department of Educational Sciences, TUM School of Social Sciences and Technology, Technical University of Munich, 80333 Munich, Germany
Interests: chemistry education; scientific inquiry; professional development; digital learning environments; sustainability

Special Issue Information

Dear Colleagues,

For this Special Issue, entitled Evidence-based Visions and Changes in Chemical Education, we are inviting submissions from the chemistry education community exploring recent advances in chemical education research. There is a need for research demonstrating evidence-informed and excellent practice in the field of chemistry education to enhance the learning and teaching of chemistry on all levels, not only in schools. We are looking for authors to share their work on innovations in chemistry education and describe the effects of these innovations on learning chemistry and related practices, thus enhancing and assessing the understanding of conceptual chemistry, perceptions towards learning chemistry, and the professional development of chemistry teachers. Manuscripts may cover a number of topics, including, but not limited to: pedagogical methods, assessment of effective methods of teaching and learning, online learning, preservice professional development, preservice teacher education programs and policy, chemistry education reforms and large-scale innovations in chemistry education, inquiry-based chemistry learning and teaching, and the use of technology to teach and learn chemistry. We seek manuscripts that are evidence-based, cover a current innovative topic within the chemistry education community, and look ahead to describe visions in chemistry education.

Timeline:

  • Sep 2022: Special Issue announced;
  • Dec 2022: Abstract deadline;
  • Jan 2023: Guest Editors' feedback;
  • May 2023: Submission deadline.

To evaluate whether a submission aligns with the Special Issue, we ask potential contributors to submit a 500-word abstract.

Dr. Shirly Avargil
Prof. Dr. Jenna Koenen
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • chemistry education
  • visions in chemistry education
  • innovations in chemistry education
  • pedagogical methods
  • professional development
  • assessment
  • inquiry
  • chemistry conceptual understanding
  • reforms
  • education programs and policy

Published Papers (3 papers)

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Research

18 pages, 303 KiB  
Article
Digital Sequential Scaffolding during Experimentation in Chemistry Education—Scrutinizing Influences and Effects on Learning
by Timo Fleischer, Stephanie Moser, Ines Deibl, Alexander Strahl, Simone Maier and Joerg Zumbach
Educ. Sci. 2023, 13(8), 811; https://doi.org/10.3390/educsci13080811 - 07 Aug 2023
Viewed by 1051
Abstract
Sequential scaffolding during experimentation can support students in acquiring knowledge and experimentation skills. This study aims to explore students’ understanding and perception of digital sequential scaffolds in chemistry education, investigate predictors of this understanding and perception, and examine the effects on learning outcomes [...] Read more.
Sequential scaffolding during experimentation can support students in acquiring knowledge and experimentation skills. This study aims to explore students’ understanding and perception of digital sequential scaffolds in chemistry education, investigate predictors of this understanding and perception, and examine the effects on learning outcomes and processes. A total of 183 secondary school students conducted hands-on experiments on redox reactions using digital sequential scaffolds. This study collects data through questionnaires and analyzes prior knowledge, self-perceived experimentation competence, chemistry-related self-concept, and interest as predictors. This research also examines the influence of students’ understanding and perception on cognitive and motivational learning outcomes. The findings show that learners experienced digital sequential scaffolds as helpful and were motivated by them to conduct hands-on experiments. Results also reveal that only students’ prior experience with sequential scaffolds and prior self-perceived experimentation competence significantly predict their understanding of the concept and usage of the digital sequential scaffolds. Regarding motivation, outcomes show that perceived benefit and motivation regarding experimentation predict the motivational outcomes. Overall, our findings contribute to understanding sequential scaffolding in chemistry education and inform instructional design practices. Full article
(This article belongs to the Special Issue Evidence-Based Visions and Changes in Chemical Education)
16 pages, 465 KiB  
Article
Educational Computational Chemistry for In-Service Chemistry Teachers: A Data Mining Approach to E-Learning Environment Redesign
by José Hernández-Ramos, Lizethly Cáceres-Jensen and Jorge Rodríguez-Becerra
Educ. Sci. 2023, 13(8), 796; https://doi.org/10.3390/educsci13080796 - 03 Aug 2023
Cited by 1 | Viewed by 1029
Abstract
The use of technology in education has experienced significant growth in recent years. In this regard, computational chemistry is considered a dynamic element due to the constant advances in computational methods in chemistry, making it an emerging technology with high potential for application [...] Read more.
The use of technology in education has experienced significant growth in recent years. In this regard, computational chemistry is considered a dynamic element due to the constant advances in computational methods in chemistry, making it an emerging technology with high potential for application in teaching chemistry. This article investigates the characteristics and perceptions of in-service chemistry teachers who participated in an e-learning educational computational chemistry course. Additionally, it examines how educational data mining techniques can contribute to optimising and developing e-learning environments. The results indicate that teachers view incorporating computational chemistry elements in their classes positively but that this is not profoundly reflected in their teaching activity planning. On the other hand, generated statistical models demonstrate that the most relevant variables to consider in the instructional design of an e-learning educational computational chemistry course are related to participation in various course instances and partial evaluations. In this sense, the need to provide additional support to students during online learning is highlighted, especially during critical moments such as evaluations. In conclusion, this study offers valuable information on the characteristics and perceptions of in-service chemistry teachers and demonstrates that educational data mining techniques can help improve e-learning environments. Full article
(This article belongs to the Special Issue Evidence-Based Visions and Changes in Chemical Education)
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20 pages, 3851 KiB  
Article
Using Stop Motion Animations to Activate and Analyze High School Students’ Intuitive Resources about Reaction Mechanisms
by Benjamin Pölloth, Dominik Schäffer and Stefan Schwarzer
Educ. Sci. 2023, 13(7), 759; https://doi.org/10.3390/educsci13070759 - 24 Jul 2023
Viewed by 1109
Abstract
Mechanisms are part of the high school curriculum in many countries. Although research shows that university students struggle with mechanistic reasoning, very little is known about learning mechanisms in high school. Understanding the cognitive resources that high school students intuitively activate is critical [...] Read more.
Mechanisms are part of the high school curriculum in many countries. Although research shows that university students struggle with mechanistic reasoning, very little is known about learning mechanisms in high school. Understanding the cognitive resources that high school students intuitively activate is critical to fostering meaningful learning. A readily available tool for modeling dynamic processes are stop-motion animations (SMAs). In this study, 55 high school students were asked to create SMAs of their intuitive ideas of nucleophilic substitution reactions. In a second step, the students evaluated two pre-made SMAs modeling the textbook-based stepwise (SN1) and concerted (SN2) mechanisms. Within the student-generated SMAs, SN1- and SN2-like mechanisms were equally distributed; after viewing the textbook-style animations, most students rated an SN2 mechanism as more likely. However, no group modeled both types of mechanisms or reasoned that both mechanisms were possible. Students used diverse chemical concepts as well as plausibility in their reasoning. However, simultaneous movement of atoms, conformational changes, and the idea of competing and boundary mechanisms do not seem intuitive. In conclusion, SMAs were found to be an appropriate tool for activating, analyzing, and discussing students’ resources “on the fly”, and these ideas can serve as a starting point for promoting productive mechanistic reasoning. Full article
(This article belongs to the Special Issue Evidence-Based Visions and Changes in Chemical Education)
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