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We review literature on the teaching and learning of chemical kinetics at both the secondary and tertiary levels. Our aim in doing so is to summarize research literature, synthesize recommendations for future research, and suggest implications for practitioners. Two main bodies of literature emerged from the chemical kinetics education research: student understanding and instructional approaches to teaching. The student understanding findings are discussed in light of the anchoring concepts content map for general chemistry. We also review relevant literature about research on undergraduate mathematics education, as mathematics is often used as the primary language of communicating chemical kinetics. Finally, we discuss directions for future research and implications for practice.

This paper presents Part I of a two-part study. This first part reviews the literature of transfer of learning as one of the major goals of instruction. Transfer refers to students' ability to apply knowledge and skills in new learning contexts. The literature suggests partially or non-overlapping definitions, and empirical studies on transfer often lack sufficient theoretical background. The goal of this first study is twofold: (a) narrowing the gap between theoretical and empirical aspects of transfer skills, and (b) designing a theoretically-founded transfer framework that can be applied to research and practice in education. The framework was then investigated in the field of chemical education and will be further discussed in Part II. A comprehensive literature search resulted in 664 papers being identified for review. Papers in which transfer was a secondary issue were filtered out. Afterwards, we formulated a theoretical transfer framework that distinguishes between near and far transfer. The framework consists of three attributes: task distance, interdisciplinarity, and skills set. Our study contributes to the body of literature of transfer at several levels. At the theoretical level, we have pointed out commonalities and differences between the various current transfer definitions and proposed a three-attribute transfer framework. Part two will focus on the empirical-application level, showing the interplay between specific learning environments and their effect on students' transfer skills with emphasis on chemical education. These contributions help narrow gaps between the theory of transfer and empirical research.

This study presents a method for teaching the subject of chemical equilibrium in which students engage in self-learning mediated by the use of a new multimedia animation (SEQ-alfa?). This method is presented together with evidence supporting its advantages. At a microscopic level, the simulator shows the mutual transformation of A molecules into B molecules and vice versa for the reversible one-step chemical reaction, A(g) ? B(g). The user defines the reaction as endothermic or exothermic and sets a given reaction temperature; SEQ-alfa? then calculates the kinetic constants of the forward and reverse reactions. Based on initial given concentrations, the animation then evaluates the respective rates and concentrations, as well as the concentration quotient value, as the reaction progresses towards its equilibrium state. SEQ-alfa? also demonstrates the effects of concentration and temperature alterations on the reaction's progress and the value of the reaction quotient until equilibrium is reached, thus giving the equilibrium constant. In addition, a validation of this new approach was carried out with 27 teachers. A pre-test and post-test of students’ understanding of the basic concepts of chemical equilibrium were conducted. Tested groups attained a 50% average learning gain ( n exp = 130, n ctrl = 26). Those students with little or no previous knowledge acquired a better understanding of chemical equilibrium. In addition, 80% of teachers agreed that the multimedia resource and its complementary activities had positive effects.

To help students who traditionally underperform in general chemistry, we created a supplementary instruction (SI) course and called it the STEM-Dawgs Workshops. These workshops are an extension of the Peer-led Team Learning (PLTL) SI. In addition to peer-facilitated problem-solving, we incorporated two components inspired by learning sciences: (1) training in research-based study skills, and (2) evidence-based interventions targeting psychological and emotional support. Here we use an explanatory mixed methods approach to measure the impact of the STEM-Dawgs Workshops, with a focus on four sub-populations that are historically underrepresented in Chemistry: underrepresented minorities, females, low-income students, and first-generation students. Specifically, we compared three groups of students in the same General Chemistry course: students in general chemistry and not the workshops (“Gen Chem students”), students in the workshops (“STEM-Dawgs”), and students who volunteered for the workshops but did not get in (“Volunteers”). We tested hypotheses with regression models and conducted a series of focus group interviews with STEM-Dawgs. Compared to the Gen Chem population, the STEM-Dawg and Volunteer populations were enriched with students in all four under-represented sub-populations. Compared to Volunteers, STEM-Dawgs had increased exam scores, sense of belonging, perception of relevance, self-efficacy, and emotional satisfaction about chemistry. URM STEM-Dawgs had lower failure rates, and exam score achievement gaps that impacted first-generation and female Gen Chem students were eliminated in the STEM-Dawg population. Finally, female STEM-Dawgs had an increased sense of belonging and higher emotional satisfaction about chemistry than women Volunteers. Focus groups suggested that successes came in part from the supportive peer-learning environment and the relationships with peer facilitators. Together, our results indicate that this supplementary instruction model can raise achievement and improve affect for students who are underrepresented in chemistry.

Acid–base chemistry is a foundational topic that is taught in courses across the chemistry curriculum. Students often have difficulty distinguishing between the different theories of acid–base chemistry—Br?nsted–Lowry and Lewis acid–base chemistry—and applying these two definitions correctly in unfamiliar scenarios. To help students learn these definitions and be able to apply them, an acid–base Writing-to-Learn assignment was developed and evaluated. The Writing-to-Learn assignment involved a three-step process where students constructed an initial draft in response to a writing prompt, participated in peer review, and made revisions based on peer review feedback, before submitting a final draft. This process is informed by sociocultural theory applied to writing, which states that student learning of concepts increases through engagement with their peers’ work and receiving peer feedback on their own writing. To test the efficacy of the acid–base writing assignment, an external assessment, comprised of conceptual questions related to acid–base chemistry and students’ confidence when responding to them, was administered in two groups; a treatment group who completed the Writing-to-Learn assignment, and a comparison group who completed a separate assignment. Additionally, students who completed the Writing-to-Learn assignment were interviewed about their experiences. Regression analysis revealed that students in the treatment group had a greater increase in their conceptual understanding and confidence as compared to the students in the comparison group. The results demonstrate the students could successfully write about the Br?nsted–Lowry and Lewis acid–base models separately, but were less successful with connecting these two concepts together in their writing. These results demonstrate the efficacy of Writing-to-Learn as an approach for promoting conceptual learning of acid–base chemistry.

Ireland?s student participation in the sciences at Leaving Certificate (LC) level (17 years) has fallen considerably in the last fifteen years. We evaluate the opinions and attitudes of students at Junior Certificate (15 years) to science, prior to LC subject choice, as part of an intervention strategy to promote chemistry. This article is concerned with the reasons given by a group of third year students for their like or dislike of science and their reasons for choosing to study chemistry in the future. This case study shows positive views of science; most students would voluntarily choose science and chemistry (in the future) because they find it interesting. Physics was perceived to be less interesting than chemistry. [Chem. Educ. Res. Pract.: 2003, 4, 45-53]

This is the start of a road map for the effective introduction of inquiry-based learning in chemistry. Advantages of inquiry-based approaches to the development of scientific literacy are widely discussed in the literature. However, unless chemistry educators take account of teachers' reservations and identified disadvantages such approaches will never have the place they deserve in the everyday teaching of chemistry. If circumstances do not allow for complicated and open-ended inquiry tasks, simpler and more structured inquiry-based tasks may be used. As a first step, teachers could be asked to modify and adapt established ‘step-by-step’ instructions to practical activities which require some stages to be designed by the students. If this happens only a few times in a school year the question arises about its effectiveness to develop experimental design skills and to reinforce knowledge and ideas taught in chemistry lessons. The present study describes the results of an empirical research project aimed to finding the answer. Modification of step-by-step practical activities as described requires limited time and effort, yet the results suggest that many students benefit from this approach.

Science educators recognize the need to teach scientific ways of knowing and reasoning in addition to scientific knowledge. However, characterizing and assessing scientific ways of knowing and reasoning is challenging. Writing-to-learn offers one way of eliciting and supporting students’ reasoning; further, writing serves to externalize and make traceable students’ reasoning. For this reason, it is a useful formative assessment of scientific reasoning. The utility hinges on researchers’ ability to understand what students can do and think from their writing. Given the challenges in assessing students’ writing, this research offers an adapted framework for assessing students’ scientific reasoning evident in writing. This work will introduce an adapted framework and show an application to general chemistry students’ argumentative writing about ocean acidification. We provide evidence that this framework can be used to validly estimate the quality of students’ reasoning. We argue that this framework offers some affordances that overcome challenges reported in the literature. It serves to define scientific reasoning in a domain-general way by breaking it down into its components, but in a way that can produce a composite score that tells us about how students reason using chemistry content. Further, the framework provides a way to characterize the scientific accuracy of students’ reasoning that can inform instructors’ treatment of alternative conceptions.

This paper describes the development and evaluation of a secondary school lesson plan for chemistry education on the topic Education for Sustainable Development ( ESD ). The lessons focus both on the chemistry of plastics and on learning about the societal evaluation of competing, chemistry-based industrial products. A specific teaching method was developed and applied for the latter purpose: the consumer test method. This method mimics the authentic societal practice of evaluation performed by consumer testing agencies. Applying the consumer test method in the context of this paper is directly tied to the three dimensions most often occurring in prominent sustainability models: ecological, economic and societal sustainability. This paper justifies embedding learning about plastics into the ESD-perspective by using the socio-critical and problem-oriented approach to chemistry teaching. An overview of the lesson plan is given. Experiences and feedback from teachers and students based on the cyclical development by Participatory Action Research are discussed. They reveal the lesson plan's potential to contribute to higher levels of student motivation and ESD understanding.

This paper presents a thorough literature review of the analogies used to teach chemical equilibrium. The main objective is to compile all the analogies that have been found to be of service to the teacher and the student. Additionally, we categorize and analyze analogies in relation to the following aspects: representation of the dynamic nature of equilibrium, the equality of the rates of forward and reverse reactions, the reversibility of the reaction as the concept involved, the calculation of the equilibrium constant for a reaction, the application of Le Chatelier’s principle; and the function of a catalyst in an equilibrium system. Some issues related to the use of analogies in teaching and learning are discussed, as are the misconceptions that can be erroneously introduced, reinforced or avoided with their use. Finally, some advice is provided about how the knowledge gained from this review could benefit practice.