Chemistry Education Research and Practice

Papers
(The H4-Index of Chemistry Education Research and Practice is 14. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-05-01 to 2024-05-01.)
ArticleCitations
The current state of methods for establishing reliability in qualitative chemistry education research articles48
Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities34
Reasoning, granularity, and comparisons in students’ arguments on two organic chemistry items25
Investigating students’ reasoning over time for case comparisons of acyl transfer reaction mechanisms23
Development of a machine learning-based tool to evaluate correct Lewis acid–base model use in written responses to open-ended formative assessment items19
Considering alternative reaction mechanisms: students’ use of multiple representations to reason about mechanisms for a writing-to-learn assignment17
VR in chemistry, a review of scientific research on advanced atomic/molecular visualization17
Exploring the impact of the framing of a laboratory experiment on the nature of student argumentation17
I realized what I was doing was not working: the influence of explicit teaching of metacognition on students’ study strategies in a general chemistry I course17
Implementation of self-regulatory instruction to promote students’ achievement and learning strategies in the high school chemistry classroom17
Development of pre-service teachers’ pedagogical content knowledge through a PCK-based school experience course17
Pedagogies of engagement use in postsecondary chemistry education in the United States: results from a national survey15
Investigating students’ argumentation when judging the plausibility of alternative reaction pathways in organic chemistry15
The role of visuospatial thinking in students’ predictions of molecular geometry15
Faculty perspectives regarding the integration of systems thinking into chemistry education14
The role of authentic contexts and social elements in supporting organic chemistry students’ interactions with writing-to-learn assignments14
Guided inquiry-based learning in secondary-school chemistry classes: a case study14
Characterizing change in students' self-assessments of understanding when engaged in instructional activities14
0.19136881828308