During the last three decades, chemical education in Slovenia has developed mainly in two chemistry education research groups, one located at the University of Ljubljana and the other at the University of Maribor. The present study aims to identify research papers in the field of chemical education published between 1991 and 2019 through a…

Redox reactions are considered one of the most difficult chemistry subjects to teach and learn. However, this is an important content that permeates several topics and includes many everyday life-related phenomena. To understand the teaching and learning difficulties of the 'redox reactions' topic, a systematic literature review was conducted.…

The first PhD thesis in the field of Chemistry Education at the Faculty of Sciences, University of Novi Sad, was defended in 1992. This can be regarded as the symbolic dawn of Chemistry Education as a scientific discipline in this region. After the official breakup of the Socialist Federal Republic of Yugoslavia, research that had started in the…

The discipline-based education research (DBER) report from the National Research Council (2012) highlighted the existence of a research-practice gap in science instruction in higher education and the need to identify strategies to close it. This study hypothesizes that one potential factor is instructors' access to research-based…

Reports results of a questionnaire surveying opinions of university chemistry departments (N=34) that used integrated experiments in lower- and upper-level chemistry courses. Reviews general problems and advantages inherent in the use of this kind of experiment, which brings together material from several different areas of chemistry. (CS)

Data from this study suggest that evaluations of long-term accumulations of students' laboratory analyses should be standard procedure to detect deviations from the accepted true assays. Efforts are recommended to determine the cause of the error and the implications or grading procedures reconsidered. (Author/MA)

This paper describes an attempt to evaluate the contribution of laboratory experiments on student achievement in an elementary, one-term college chemistry course and suggests some less expensive alternatives. (Author/BB)

Israeli tenth-grade students completed a chemistry laboratory course by either performing the experiments or by viewing films of the experiments. Among the results of an attitude test given to both groups was that students find personalized laboratory more effective than films in promoting their interest in chemistry. (MLH)

This study developed and validated an inventory to measure students' attitudes toward and interest in laboratory work in high school chemistry. Factor analysis provided some evidence that interest in and attitude towards laboratory work in high school chemistry is not unidimensional, as it has been assumed to be. (BT)

Describes a study which compared the exam scores of students who worked in groups to those of students who worked as individuals in an undergraduate organic laboratory course. Results showed that the group approach produced significantly higher exam scores for low achievers. (MLH)

A SUMMARY IS GIVEN OF 13 EXPERIMENTS IN DIRECT INSTRUCTION BY TELEVISION IN BIOLOGY, CHEMISTRY, ELEMENTARY SCIENCE, DRIVER EDUCATION, AND MATHEMATICS. IN ADDITION, FOUR EXPERIMENTS CONDUCTED DURING THE 1959-60 SCHOOL YEAR ARE ABSTRACTED IN GREATER DETAIL. (MS)

Discusses the results of a survey on process control education which was conducted in the United States and Canada in 1978. Process control courses and textbooks at the undergraduate and graduate level are included. (HM)

The study involved the development, implementation and evaluation of laboratory audio-tutorial activities in a college chemistry course. The activities were designed in a self-instructional mode, written as linear programs and taped instructions. A pretest was used in two instances, but all included a posttest. To evaluate the effectiveness of the…

Reports on an undergraduate laboratory course designed to provide instruction and practice in the intellectual skills of application, analysis, and synthesis, and in Piaget's formal operations. A 10-item exam used to measure these skills is included as an appendix. (Author/CP)

Examines the psychology of learning and its application to work in the laboratory. States that the working memory capacity of students is limited; therefore the amount of information they can process needs to be controlled and "recipe following" in the laboratory is perfectly reasonable. (RT)