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The internationally acknowledged gender gap in science continues to be an unrelenting concern to science educators; aggregate data in the UK show that both recruitment and retention of women in academic science remain relatively low. Most published research focuses on women in the broad field of science, generates correlations or predictions, or examines the reasons why women do not participate in fields like physics or engineering. Previous work has not yet addressed how women have found ways to succeed in particular fields, such as chemistry, or how successful pathways may be applied to recruitment and retention efforts in those fields. This study investigated the experiences of successful British female chemists, in order to uncover coping mechanisms and commonalities that may illuminate obstacles and solutions particular to women in chemistry. Four case study semi-structured life history interviews with highly successful British female chemists revealed common experiences that helped the women in the study to succeed. Of these, two resonated with the literature: having an integrated support network, and the ability to cope with financial and career instability; choice of subfield and adaptation of (unconscious) bias are offered as new insights. The findings suggest changes in policy and practice that would provide particular kinds of support for women in chemistry at school and university level. Implementing these changes may be the impetus needed to approach gender parity in UK academic chemistry from undergraduate to Professor.

Argumentative practices have the potential to contribute to scientific literacy. However, these practices are not widely incorporated in science classrooms and so their effect on the domains of literacy is still not revealed. Therefore, this study proposes to reveal the effect of argumentation on the three domains of chemical literacy related to the concepts of acids and bases. The study participants comprised 29 freshman pre-service science teachers’ enrolled in a General Chemistry-II course. Argumentation practices were implemented over six weeks. Open-ended contextual chemical literacy items were developed to assess the differences in the chemical literacy domains and the items were administered before and right after the intervention. The responses to the chemical literacy items were scored with a rubric and three scores were calculated: knowledge, competency, and attitudes. Paired sample t -tests were used to compare the mean scores. All the intervention sessions were video recorded, and three of them were analyzed according to three criteria: the presence of arguments, the frequency of arguments, and the levels of the arguments. The findings revealed that the argumentation practices contributed to the pre-service teachers’ chemical literacy skills, mostly to their knowledge and competencies when compared to their attitudes. Moreover, distinct differences in the quality of argumentation levels were observed over the six weeks.

This paper gives insights into the beliefs of 85 German first year chemistry student teachers about chemistry teaching and learning at the beginning of their teacher education. The study is based on student teachers drawings of themselves in a typical classroom situation and four open questions. The approach evaluated: (I) Beliefs about Classroom Organisation, (II) Beliefs about Teaching Objectives, and (III) Epistemological Beliefs. The tool, evaluation pattern and the results of the 85 first year chemistry student teachers evaluated by Grounded Theory are discussed and compared with similar studies from secondary biology, secondary physics, and primary science education, respectively. The results show that the first year chemistry student teachers in this sample hold heterogeneous beliefs about science teaching and learning. A minority are oriented around modern theories of learning, especially in their epistemological beliefs; the majority tend towards more traditional beliefs of chemistry teaching, not in line with modern educational theory. The latter tendencies are not as strong as they are among their physics colleagues. Beliefs of their biology colleagues and even more so among first year primary science student teachers from our sample are much more student-centred, oriented towards scientific literacy and constructivistic learning. Implications for teacher education are discussed.

We explored the impact of laboratory curriculum on students' understanding of the nature of science at five US universities. The specific curricula studied were traditional (verification), inquiry-based, and research-based. The inquiry curriculum was Inquiries into Chemistry, and the research-based curriculum was developed by the Center for Authentic Science Practice in Education (CASPiE). Our findings suggest that laboratory curriculum is a strong factor in the development of students' discussions of theories and their conceptions of creativity in science. Students in the research-based laboratory curriculum demonstrated the most gains as a result of their laboratory when compared to their counterparts in the traditional and inquiry-based laboratories.

This study reports the use of data mining tools in order to examine the influence of the methodology used in chemistry lab classes, on the weight attributed by the students to the lab work on learning and own motivation. The answer frequency analysis was unable to discriminate the opinions expressed by the respondents according to the type of the teaching methodology used in the lab classes. Conversely, the data mining approach using k -means clustering models, allowed a deeper analysis of the results, i.e. , enabled one to identify the methodology to teach chemistry that, in students' opinion, is important for learning chemistry and increasing their motivation. The sample comprised 3447 students of Portuguese Secondary Schools (1736 in the 10th grade; 1711 in the 11th grade). The k -means Clustering Method was used, with k values ranging between 2 and 4. The main strengths of this study are the methodological approach for data analysis and the fact that the sample was formed by students with different school careers that enables the use of the individual as the unit of analysis.

While the equivalence between online and traditional classrooms has been well researched, very little effort has been expended to do such comparisons for college level introductory chemistry. The existing literature has only one study that investigated chemistry lectures at an entire course level as opposed to particular course components such as individual topics or exams. Regarding lab courses, only one study is available and it involves moderating variables that are largely uncontrolled. In this work, we compared the student pass rates, withdrawal rates, and grade distributions between asynchronous online and traditional formats of an introductory chemistry lecture as well as its associated lab course. The study was based on the 823 university records available for the 2015–2016 academic year. Student pass and withdrawal rates between the two modes were quite similar and did not appear to be statistically significant. However, grade distributions for both the lecture and lab differed between the two learning modes, showing significant statistical associations. Online students were more likely to earn As in both lecture and lab while traditional in-person students were more likely to earn Cs or Ds. Further research should include replication of this study with a larger data set. Additionally, this study should be repeated in three to five years to determine if advances in course design, standardization and delivery platforms further reduce or eliminate differences between learning modes. Future studies should also use qualitative tools for a better understanding of why students fail or withdraw from courses.

Good critical thinking is important to the development of students and a valued skill in commercial markets and wider society. There has been much discussion regarding the definition of critical thinking and how it is best taught in higher education. This discussion has generally occurred between philosophers, cognitive psychologists and education researchers. This study examined the perceptions around critical thinking of 470 chemistry students from an Australian University, 106 chemistry teaching staff and 43 employers of chemistry graduates. An open-ended questionnaire was administered to these groups, qualitatively analysed and subsequently quantified. When asked to define critical thinking respondents identified themes such as ‘a(chǎn)nalysis’, ‘critique’, ‘objectivity’, ‘problem solving’, ‘evaluate’ and ‘identification of opportunities and problems’. Student respondents described the smallest number of themes whereas employers described the largest number of themes. When asked where critical thinking was developed during the study of chemistry students overwhelmingly described practical environments and themes around inquiry-based learning. When teaching staff were asked this question they commonly identified critiques, research, projects and practical environments to some extent. This research highlights that there is only limited shared understanding of the definition of critical thinking and where it is developed in the study of chemistry. The findings within this article would be of interest to higher education teaching practitioners of science and chemistry, those interested in development of graduate attributes and higher order cognitive skills (HOCS) and those interested in the student and employer perspectives.

Most Tanzanian Higher Education Institutes do not have the materials and technology to give students a significant practical experience in the sciences. In 2013 Tanzania was rated 159th out of 187 countries for ‘human development’ (United Nations Development Program 2014 Report). In order to supplement their current, limited practical experience, a culturally relevant, interactive seminar which makes the chemical sciences real to the world of Tanzanians was developed. This was achieved via a Natural Product Drug Discovery seminar during which Tanzanian students were able to appreciate how Tanzanian culture is connected with the fundamentals and applications of the chemical sciences (in this case natural product drug discovery to combat diseases prevalent in Tanzania). Post-seminar evaluation and, observation of student behaviour and chemistry staff feedback supported the value of this seminar. An interactive seminar such as this provides an innovative method of chemical education, useful to motivate final year students and provide them with new ideas before they go into their communities to teach chemistry.

On the basis of responses to written questions administered to more than one thousand introductory chemistry students, we claim that students often rotely apply memorized combustion rules instead of reasoning based on explanatory models for what happens at the molecular level during chemical reactions. In particular, many students argue that combustion produces carbon dioxide and/or water, even when the reactants do not contain hydrogen or carbon, an answer that is inconsistent with the principle of atom conservation. Our study also corroborates the finding that students frequently say that oxygen is “necessary for” or “used in” combustion reactions without connecting this reasoning to conservation principles, suggesting that this likewise may be a rotely applied, memorized rule.

Outreach initiatives are typically framed as informal learning environments that provide an opportunity to increase the participants’ interest in science. Research on chemistry outreach has primarily focused on designing and implementing demonstrations for outreach. Recent studies indicate student organizations are at the forefront of chemistry outreach, describing their outreach practices and facilitators’ conceptual understanding of demonstrations. Although leadership has been linked to the success of groups and organizations, the leadership structure of student organizations is an understudied aspect of chemistry outreach. Here, we conceptualize student organizations participating in chemistry outreach as a community of practice (CoP) with the goal of expanding the chemistry education community's knowledge of this CoP. Specifically, we aim to characterize leadership styles within the student organization in the context of an outreach event. Using a case study approach, we collected multiple sources of data, including the organization's outreach practices, an assessment of leadership style, observations, and semi-structured interviews. Results indicate leaders of the student organization, particularly those in charge of planning outreach events, displayed behaviors associated with the transactional and laissez-faire leadership styles more frequently than behaviors associated with the transformational leadership style. As a long-term outcome for this study, the results can be used by national organizations to inform the development of new workshops for leadership training, with the purpose of teaching practices to leaders that can bring success to their chapter or local group.