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Education from 2004–2013. We found that empirical chemistry education research (CER) papers
accounted for 7.7 percent of the publications in the four science education journals. The most highly
Received 13th May 2014, published area of research was in conceptions and conceptual change and most studies adopted mixed
Accepted 13th June 2014 methods. The majority of the studies were conducted in higher education contexts and in the United
DOI: 10.1039/c4rp00104d States. Researchers who publish prolifically in the field included Vicente Talanquer, Derek Cheung,
Michael Sanger, Keith Taber, Melanie Cooper and Marcy Towns. Current research trends and gaps are
www.rsc.org/cerp illuminated and possible future work in CER is discussed in the paper.
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Table 1 The impact factor and five-year impact factors of the six journals being reviewed in this paper based on the 2012 Journal Citation Report from
Thomson Reuters. JCE was indexed as a science journal while the other journals were indexed as a social science journal
Table 2 The number of papers from each journal analysed in this paper
did not have a focus on chemistry education and/or were non- we tabulated the location(s) of study and the names of the
empirical. The chemistry papers in SER journals may be authors in order of authorship.
categorised as having an intrinsic, extrinsic, or coincidental The papers were divided into three sets. We each manually
relationship to chemistry teaching and learning (Taber, 2013). and independently coded and tabulated information for one set
In CERP, only papers that explore issues and topics: (1) specific to of papers. To check for inter-rater reliability, each author coded the
the nature of teaching and learning chemistry as a curriculum papers that was previously coded by another person and compared
subject (i.e., inherent CER with intrinsic relationship), and (2) arising the coding results. Hence, each paper was coded at least twice.
from general teaching and learning issues but clearly motivated We achieved more than 90 percent inter-rater reliability and any
by aspects of chemistry teaching and learning (i.e., embedded disagreements were resolved by discussion until we completely
CER with extrinsic relationship) would be published. In our agreed on all the coding.
selection of CER papers in SER journals, we included papers
that fall under one of these categories and excluded collateral
CER papers that are coincidentally related to but not motivated Findings and discussion
by a specific interest in chemistry teaching and learning. Additional
notes on the inclusion and exclusion process can be found in Representation of CER in SER
Appendix A. Finally, a total of 650 papers (see ESI†) were In the period 2004–2013, a total of 2642 articles (including
selected and analysed. Table 2 shows the number of papers empirical and non-empirical papers such as editorials, commen-
being analysed from each journal. taries, book reviews, and so on) were published in JRST, RSE, SE,
and IJSE (including IJSE(B) which started in 2011). The 204 papers
Analysis selected for review in this paper accounted for approximately
Each paper was analysed for the research topic, research 7.7 percent of the total publications in these four journals.
method, level of study or group of participants, location of Fig. 2 shows the number of CER papers published in the
study and authors. Binary coding was used, meaning that all respective four SER journals over the 10-year period. Although
the papers were analysed quantitatively by assigning one or this number seemed relatively low—possibly due to the avail-
zero point per paper for ‘‘research topic’’ and ‘‘research ability of CER-focused journals—it was relatively higher than
method’’. For ‘‘level of study or group of participants’’ a paper the 4.7 percent of empirical CER papers published in JCE alone
may be coded under more than one category if the study as the scope of the journal was wide and many articles were
involved several levels and groups. The frequency of occur- published on teaching tools and strategies for practitioners’ use
rences was summed. For the ‘‘location of study’’ and ‘‘authors’’ in the laboratories and classrooms. Hence, it was encouraging
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Research topics
The papers were coded only for the most salient research topic.
This topic was identified from reading the abstract, the goal or
purpose statement, research questions, findings and conclusion.
Each paper was coded under one of the nine categories—(a)
teacher education, (b) teaching, (c) learning (students’ conceptions
and conceptual change); (d) learning (classroom contexts and
learner characteristics); (e) goals and policy, curriculum, evaluation
and assessment; (f) cultural, social, and gender issues; (g) history,
philosophy, and nature of chemistry; (h) educational technology;
and (i) informal learning (adapted from Tsai and Wen, 2005).
The list of sub-categories (codes) within each category is listed Fig. 3 Number of conceptions and conceptual change papers published
in Appendix B. We used Tsai and Wen’s categories and over the 10-year period in CERP, JCE, IJSE, JRST, RSE and SE.
Table 3 The number of papers and percentages of papers classified under each category
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The variety of conceptions and conceptual change studies were pedagogical content knowledge, knowledge representation,
broad. It included learners’ alternative conceptions or misconcep- and teaching materials.
tion studies in specific chemistry topics; approaches used to solve Studies that examined teaching pedagogies made up about
chemistry questions; difficulties in learning specific topics; instru- two-thirds of the papers classified under this category. A number
ments used to diagnose, address, or change conceptions; and of pedagogies were examined, including peer-led team learning
learning progression of students in specific chemistry topics. (e.g. Lewis and Lewis, 2005; Hockings et al., 2008), peer mentoring
To elaborate, about 50 percent of the studies in this category (e.g. Amaral and Vala, 2009; Essex, 2011), cooperative learning
examined learners’ conceptions in specific chemistry topics. These (e.g. Barbosa et al., 2004; Sandi-Urena et al., 2011), jigsaw class-
topics include evaporation (see e.g., Gopal et al., 2004), atoms and rooms (e.g. Doymus, 2007; Tarhan and Sesen, 2012), demonstra-
molecules (see e.g., Cokelez and Dumon, 2005), matter (see e.g., tions (e.g. Ashkenazi and Weaver, 2007; Price and Brooks, 2012),
Krnel et al., 2005; Nakhleh et al., 2005), particulate nature of matter Science Writing Heuristic (e.g. Hand and Choi, 2010; Kingir
(see e.g., Johnson, 2005; Löfgren and Helldén, 2009; Adadan et al., et al., 2012), inquiry-based (e.g. Yang and Li, 2009; Sampson
2010; Tsitsipis et al., 2010), organic chemistry (see e.g., Ferguson and Walker, 2012), hands-on learning (e.g. Oliver-Hoyo et al.,
and Bodner, 2008; Rushton et al., 2008), chemical equilibrium (see 2004; Bruck et al., 2010), problem-based learning (e.g. Senocak
e.g., Ozmen, 2008; Cheung, 2009a, 2009b), buffer (see e.g., Orgill et al., 2007; Tosun and Taskesenligil, 2013), context-based
and Sutherland, 2008), ionisation energy (Tan et al., 2008; Tan and learning (e.g. Vaino et al., 2012), and others.
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Taber, 2009), chemical kinetics (see e.g., Cakmakci, 2010), acids The remaining one-third in this category mainly examined the
and bases (see e.g., Cartrette and Mayo, 2011), chemical bonding areas, teacher thinking (e.g. Bennett et al., 2005; Drechsler and van
(see e.g., Othman et al., 2008; Yayon et al., 2012; Cheng and Gilbert, Driel, 2009), pedagogical content knowledge (e.g. Bond-Robinson,
2013; Luxford and Bretz, 2013), and others. The other more 2005; Drechsler and van Driel, 2008), knowledge representation
common area of research in this research area was on the use of (e.g. Sarantopoulos and Tsaparlis, 2004; Hilton and Nichols,
instruments such as two-tier diagnostic (see e.g., Tan et al., 2005; 2011), and teaching materials (e.g. Drechsler and Schmidt, 2005;
Chandrasegaran et al., 2007) and four-tier diagnostic tools (see Ayyildiz and Tarhan, 2013), each in relatively equal numbers.
e.g., Sreenivasulu and Subramaniam, 2013), assessments (see e.g., Learning—classroom contexts and learner characteristics.
Vachliotis et al., 2011), survey (see e.g., Stains et al., 2011), and This category was the third most researched on category for CER
concept maps (see e.g., Kaya, 2008; Lopez et al., 2011; Kibar et al., during the period of 2004–2013. Fig. 5 shows the number of papers
2013) to study students’ conceptions. published on classroom contexts and learner characteristics over
Studies that focused on strategies to address alternative the period of 2004–2013 in the journals reviewed here.
conceptions were few and the methods varied. For example, The number of papers published on classroom contexts and
there were studies that examined the use of the Dual Situated learner characteristics were quite constant but a spike was
Learning Model (DSLM) (see e.g., She, 2004), analogies, conceptual registered in 2013. The areas of research that were classified under
change oriented instruction (Özkaya et al., 2006), concept mapping this category included the attitudes and beliefs of participants,
(see e.g., Chiu and Lin, 2005), and conceptual change text (see cognitive variables in participants, learning approaches, factors
e.g., Sendur and Toprak, 2013). affecting learners’ chemistry performance, classroom interaction
Teaching. This was the second most researched category for and classroom environment.
CER during the period of 2004–2013. Fig. 4 shows the number Studies, which investigated the attitudes and beliefs of
of papers published on teaching in the journals reviewed here. participants, made up about one-third of the papers in this
Fig. 4 shows a general upward trend in the number of category. This included studies that examined changes in
publications on teaching. The majority of the papers published attitude after an intervention (e.g. Jose and Williamson, 2005;
on teaching examined the various pedagogies used in teaching. Walczak and Walczak, 2009), evaluated and validated scales
Other areas that were researched on included teacher thinking,
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Table 4 The number of papers and percentages of papers in SER journals classified under each category
that measure attitudes and beliefs (e.g. Bauer, 2008; Heredia chemistry—philosophically, epistemologically, and historically—
and Lewis, 2012), and studied attitudes and beliefs towards and how it may become integrated into the curriculum is needed
topics including chemistry teaching (e.g. Markic and Eilks, so that a better understanding of what chemistry education is all
2008) and dishonesty (e.g. Del Carlo and Bodner, 2004). Another about may be obtained.
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Table 6 Number of papers that reported studies conducted with various groups of participants or participants at various levels of study. Note that the
total percentage exceeds 100 percent as the studies involved more than one group of participants
a word or phrase was mentioned. Subsequently, the data were occurred at the methods and analysis levels. Other mixed methods
presented in tables and bar charts. studies that mix theories and methodologies or that present
Table 5 shows the number and percentage of papers that quantitative and qualitative data in an integrated manner can
reported qualitative, quantitative, or mixed methods studies. be explored where appropriate to enhance the sophistication of
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There were relatively more quantitative than qualitative studies. the design. The epistemological thinking of researchers could
Most studies adopted mixed methods and ‘‘mixing’’ typically be invoked in the process as they re-think more complex ways to
occurred at the methods level with the use of qualitative and analyse, represent, and understand the complex social, cultural,
quantitative approaches such as interviews and Likert-scale and political dimensions of chemistry education.
surveys. Additionally, many mixed methods studies involved Fig. 6 shows the number of papers examined in our review over
the transformation of qualitative data into quantitative data by the 10-year period that used qualitative, quantitative, and mixed
coding and counting the frequency. However, the qualitative and methods. There is a general increasing trend for all three methods
quantitative data were presented separately. Hence, the mixing over the 10 years, although for each of the three methods, a
decrease in the number of papers can be observed in some years.
Level of study or group of participants. We coded the papers
for the level of study (e.g., grade level for which the curriculum
material was designed) or group of research participants
(e.g., Grades 1–6, Grade 7–9, Grade 10–13, university, preservice
teachers, and/or inservice teachers). Note that different countries
have different age groups at the various school grade levels and
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Continent level Africa Asia North/Central America South America Europe Oceania Othersa
Preschool 0 0 0 0 2 1 0
Primary/elementary (Grades 1 to 6) 0 2 9 0 13 1 1
Secondary/middle school to junior high school (Grades 7 to 9) 0 18 20 1 46 3 3
Junior to senior high school (Grades 10 to 12/13)/pre-university 4 28 39 3 75 10 4
Higher education 7 14 254 2 56 12 8
Preservice teachers 3 6 6 0 35 2 2
Inservice teachers 1 21 24 1 29 2 1
Other groups 0 1 3 0 2 0 1
Note: total count of papers exceeds 650 as some papers conducted their studies on participants from different levels. a ‘Others’ include papers
where the region of study was unknown and could not be inferred, as well as papers which were conducted in two or more regions.
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Table 11 Top 11 most published authors of empirical chemistry education research papers from 2004–2013
5.592 11 Keith S. University of Learners’ ideas, misconceptions, alternative conceptions Editor: CERP Editorial
Taber Cambridge, UK and alternative frameworks board member: IJSE
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5.376 13 Melanie Michigan State Curricula development and assessment Editorial board member:
Cooper University, USA The effect of interventions and educational environments JRST Advisory Panel:
on problem solving and metacognition CERP
Investigation of representational competence
BeSocratic: a free-form interactive system
5.180 14 Marcy H. Purdue University, USA Small-group learning, Associate Editor: JCE
Towns Computer supported collaborative learning
4.503 14 David Curtin University, Students’ conceptions and conceptual change Editor: IJSE
Treagust Perth, Australia Multiple representations Editorial advisory board
member: CERP
Students’ and teachers’ understanding Editorial board member:
RSE
Two-tier diagnostic instruments
4.260 13 Stacey Miami University, USA Development of assessment measures to diagnose chemistry
Lowery misconceptions and to stimulate metacognition and reflection in
Bretz both the teaching and learning of chemistry.
Application of cognitive science theories to the teaching and
learning of chemistry.
Experiments, taxonomies and rubrics for inquiry learning in
the chemistry laboratory.
Children’s learning of chemistry.
Project evaluation, with an emphasis on qualitative measures.
more emphasis may need to be placed on participants that were useful to code for the location of study instead of the nationality of
less researched on currently. the authors or the location of their universities. This was because
Location of study. We coded the papers for the location at researchers could conduct collaboration studies in another location
which the study was conducted. We think that it was more or move to another university after the research was completed.
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We noted that many papers in the earlier part of the decade did not (e.g., Asia) during the period of 2004–2013. This suggests that more
provide contextual information about the study even though it may research was being conducted in the regions that were already
be important for the audience to make sense of the findings based overrepresented. Researchers may consider working on more colla-
upon the situational factors and conditions or see how they could borative studies in other contexts (e.g., comparative and cross-
apply the practice to their own contexts. In such cases, we made cultural studies) and learn from other scholars who may offer
inferences about the location of study from the acknowledgements alternative perspectives to chemistry teaching and learning.
to the grant source because most grants were location specific. Within each region, more papers were published in certain
We also inferred from the writings such as the way the grade levels locations compared to others. Table 9 shows the number of
were stated (e.g., commonwealth countries generally use the word papers that reported studies done in the 15 most common
‘‘primary’’ rather than ‘‘elementary’’ and ‘‘secondary’’ rather than locations. About half of the studies were conducted in the USA.
‘‘middle school’’), the description of the school semesters (e.g., the Level/groups by location of study. It is important to examine
spring and fall semesters were applicable to North American which level or groups of participants were overrepresented or
contexts), the nature of the curriculum (e.g., GCE A-levels are taken underrepresented for each region or location as the results of
in UK and Singapore), and the authors’ affiliation. studies conducted in one context may not be generalisable to
In Table 7, we listed the world regions and specific locations other contexts. Table 10 shows the number of studies in each
of study. region that were conducted on the various groups of participants.
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Table 8 shows the number of papers that reported studies It can be seen from Table 10 that papers which examined
conducted in the various regions. Studies that were conducted participants in Asia, Europe, and South America most often
in North/Central America and Europe made up more than studied participants in grades 10–13, although the higher educa-
80 percent of the total number of papers examined. This could tion level was most studied across all the regions. On the other
be in part, due to the location (CERP and IJSE are UK-based, hand, the participants in the higher education level were most
JCE, JRST and SE are US-based, and RSE is Australian-based) of studied in Africa, Oceania, and North/Central America. In parti-
the journals selected for review. cular, the vast majority of studies conducted in North/Central
Fig. 8 shows the percentage of papers conducted in the various America examined participants at the higher education level.
regions from the period of 2004–2013. Studies conducted in North/ Participants in higher education were overrepresented in the
Central America show a general increasing trend, although there research conducted in North/Central America, and conversely,
was a major decrease in the year 2009. On the other hand, the other groups were underrepresented. Table 10 provides more
number of studies conducted in regions that were underrepre- information regarding which groups of participants were
sented remained relatively stagnant, or showed a decreasing trend underrepresented in the various regions, and suggests that
Table 12 The breakdown of the number of papers published by the top 11 scholars in CER
Table 13 The frequency (and percentages) of publications by the top 11 scholars according to research topics. The percentages under each category
were computed based on the total number of papers within the category. The percentages under the ‘‘total’’ column were computed based on the total
number of papers (127)
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(74.0%)
(12.6%)
(100%)
(3.1%)
(3.1%)
(2.4%)
(0.9%)
(3.9%)
more research may want to focus on such groups of participants.
Out of the 650 papers reviewed here, only 17 papers conducted
Total
94
127
4
16
4
3
1
5
their studies in more than one location, and only 5 papers
conducted their studies in more than one region. As a result,
their conclusions can often only be understood and applied in
1 (33.3%)
1 (33.3%)
1 (33.3%)
3 (100%)
Multiple
their individual contexts.
Contributing authors. The lists of authors were tabulated in
—
—
—
order of their authorship. We noted that in JCE, the authors’ names
Philippines
1 (100%)
1 (100%)
the journal paper. Hence, we referred to the order of authorship on
online. For ‘‘authors’’, we tabulated the names of all the authors in
Table 14 The frequency (and percentages) of studies conducted by the top 11 scholars on the various groups of research participants in the various locations
—
—
—
—
—
the order it was reported in the papers. However, for this area of
analysis, we did not simply count the frequency of occurrence.
1 (100%)
1 (100%)
Taiwan
Rather, the order of the authorship was considered and the authors
were scored differently. We used a formula developed by Howard
—
—
—
—
—
—
n1
Germany
1 (100%)
1 (100%)
1:5
Score ¼ P n
—
—
—
—
—
—
1:5ni
i¼1
1 (100%)
1 (100%)
Sweden
—
—
—
—
1 (100%)
—
—
—
—
—
—
—
6 (100%)
Australia
3 (50%)
—
—
3 (33.4%)
4 (44.4%)
9 (100%)
—
—
research topics.
1 (25%)
1 (25%)
2 (50%)
Location (frequency/percentage (%))
—
—
1 (16.7%)
2 (33.3%)
6 (100%)
—
—
(100%)
(1.1%)
(1.1%)
(1.1%)
(1.1%)
(1.1%)
1
1
93
1
—
recommendations
Grades 10–13
In-service
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Although relatively few, this showed that CER papers were understanding the learners’ experiences in process (Bodner,
accepted in SER journals. Analysis of the papers showed that the 2005). Mahaffy (2004) used the metaphor of a tetrahedron to
top three research topics in the CER and SER journals were similar describe chemistry education as ‘‘tetrahedral chemistry educa-
and they were: (a) conceptions and conceptual change, (b) teach- tion’’ (p. 229). The three dimensions of the tetrahedron under-
ing, and (c) learning—classroom contexts and learner character- score the human element emphasising on two new dimensions
istics. Similarly, there were relatively few studies that reported on: of learning chemistry: (1) ‘‘the rich web of economic, political,
(a) goals and policy, curriculum, evaluation, and assessment; (b) environmental, social, historical, and philosophical considera-
educational technology; (c) teacher education; (d) culture, social, tions, woven into our understanding of the chemical concepts,
and gender issues; (e) history, philosophy, and nature of chem- reactions, and processes that we teach to our students and the
istry; and (f) informal learning in the CER and SER journals. These general public’’ and; (2) pedagogical strategies that cater to the
are the topics that can be researched on more. Most studies learning styles of the learners and that introduces the chemical
adopted mixed methods using a variety of quantitative and world at the symbolic, macroscopic, and molecular levels while
qualitative research methods. The majority of the studies were acknowledging the existing conceptions and misconceptions
conducted in higher education contexts and in North/Central that these learners already have.
America and Europe. A few studies were carried out in more than According to Towns (2013), there is a need for CER to tap into
one location. Hence, more studies in non-Western contexts and the advantages of qualitative and quantitative methods and con-
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more cross-contextual studies may be done to add to the diversity sider having more mixed methods studies. Our coding revealed
of perspectives and knowledge about chemistry teaching and that most studies were mixed in that a mix of qualitative and
learning. More studies on other groups of participants, other than quantitative methods was adopted. In most cases, qualitative data
university students, should be focused on to obtain a better were transformed into quantitative data by coding the qualitative
representation of voices. The top eleven highly published CER texts and counting the frequencies. Nonetheless, mixing could also
scholars included Vicente Talanquer, Derek Cheung, Michael be done purposefully in other ways to enhance the sophistication
Sanger, Keith Taber, Melanie Cooper, Marcy Towns, Scott Lewis, of the research design and offer more comprehensive insights
David Treagust, Stacey Bretz, Nathaniel Grove and Jennifer Lewis. about the phenomena under study (Greene, 2007; Creswell, 2014).
They contributed largely to conceptions and conceptual change Theories, theoretical frameworks from different domains (e.g.,
studies conducted in higher education contexts. psychology, learning theories, curriculum, and sociology), and
The findings of our 10-year review of empirical CER journals research methodologies (e.g., ethnography, case study, narrative,
in the six journals for the period 2004–2013 were consistent and survey methodology) could be mixed. For example, research-
with the DBER (Discipline-Based Education Research: Under- ers studying students’ alternative conceptions could integrate the
standing and Improving Learning in Undergraduate Science constructivist and sociological lens to examine how students
and Engineering) report and associated committee documents exercise their agency within the structures of the science classroom
(Towns and Kraft, 2011; Singer et al., 2012; Towns, 2013). as they interact with their peers and co-construct understandings
First, we noted that the majority of the studies were conducted of the science concepts. The power relationships between the
in higher education contexts, most of them focused on general teacher and students in the classroom can also help us understand
chemistry or courses at the introductory level. A few studies were why students harbour certain conceptions and perhaps, a more
reported on upper-level undergraduates who majored in chemistry dialectical relationship between the student and teacher could
or postgraduates in chemistry. promote more effective teaching and learning. Additionally,
Second, a few studies examined how misconceptions and researchers can explore ways to represent quantitative and quali-
alternative conceptions can be effectively addressed. We noted tative findings in an integrated way rather than separate tables and
that the strategies that were studied were varied and conducted excerpts. In sum, purposeful and carefully designed research
by one or only a few studies, on one group of learners, for one studies could offer broader and deeper insights so that they may
topic, and over a limited period of time. Perhaps, the same be generalised for policy-making purposes and provide contextua-
strategy could be implemented in a few other learning contexts, lised knowledge to teachers.
with different types of learners, and evaluated for its effective-
ness over a longer period of time. In that way, pedagogical
knowledge about a sustainable and effective conceptual change Limitations and future work
strategy may be developed to inform practice.
Third, a few studies examined how factors such as age, race, This review remains limited in several aspects and further
gender, culture, and ethnicity affect teaching and learning. analysis can be carried out to identify other trends. One analysis,
Often times, the sampled participants were perceived and which we did not do and that may be useful, was the number of
analysed as a homogenous group hence, limiting our under- studies that were done with teachers as researchers. Borrowing
standing about how these factors could interplay with the Patton’s (2008) idea of utilization-focused evaluation that is done
learning environment, intervention, or curriculum to bring with the goal that the evaluation findings has intended use for
out the results observed. This could be a step towards achieving the intended user to optimise the use of the findings, we argue
the broader vision of a ‘‘science for all’’ (Lee and Fradd, that research findings will bring about improvement in teaching
2008) or ‘‘science for everyone’’ (Fensham, 1985) through and learning if the practitioners were involved in the research
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CERP* Year 2004: papers Year 2004: papers & RSE ‘‘chemistry’’ in the education per se such as
labelled under the cate- labelled under the respective journal studies that
gory ‘‘empirical study’’ categories e.g., ‘‘paper’’, webpage. Reported chemistry
Year 2005–2007: ‘‘research report: teachers as participants but
papers labelled concepts’’, ‘‘report on the topic was not specifically
under the category research methodology’’, about their chemistry
‘‘educational research’’ ‘‘contributions of teaching, education, etc.
Year 2008: papers educational research Focused on the tools of
labelled under the to practice of chemistry teaching/learning that is not
category ‘‘research’’ education’’ specific to chemistry but
Year 2005–2007: papers applicable to other science
labelled under the subjects e.g., data loggers
categories ‘‘practice’’ Discussed general
and ‘‘perspectives’’ science education-related
Year 2008: papers labelled viewpoints using chemistry
under the examples
categories ‘‘practice’’, Examined laboratory or
‘‘proceedings’’, practical curriculum/work/
‘‘introduction’’, and learning/teaching but not
‘‘review’’ chemistry lab in particular
Focused on how a
JCE Issue 1, 2004 – Issue 4, Issue 1, 2004 – Issue 4, theoretical construct
2011: papers labelled 2011: papers labelled under adopted from other
under the category the categories ‘‘chemical domains (e.g., sociology,
‘‘research: science and education today’’, anthropology) was used
education’’ ‘‘viewpoints: chemists on to examine a chemistry
Issue 5, 2011 – Issue chemistry’’, ‘‘chemistry for context/setting
12, 2013: papers labelled everyone’’, ‘‘in the class/in Examined scientific repre-
‘‘chemical education the classroom’’, ‘‘in the sentations using chemistry
research’’ under the laboratory’’, examples but chemistry
category ‘‘articles’’ ‘‘information, textbooks, teaching and learning was
media, resources’’, and ‘‘on not the main focus
the web’’ Focused on models and
Issue 5, 2011 – Issue 12, modelling in general and
2013: papers labelled under using some chemistry
the categories examples but chemistry
‘‘editorial’’, ‘‘commentary’’, teaching and learning was
‘‘reports’’, ‘‘news and not the main focus
announcements’’, ‘‘letters’’,
‘‘additions and
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