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Tools of Chemistry Education Research


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Table of Contents

Preface 1. An Introduction to the Tools of Chemistry Education Research Strategies for Qualitative Research 2. Observation as a Tool for Investigating Chemistry Teaching and Learning 3. Using Interviews in CER Projects: Options, Considerations, and Limitations 4. Discourse Analysis as a Tool To Examine Teaching and Learning in the Classroom 5. Using Qualitative Analysis Software To Facilitate Qualitative Data Analysis Analyzing Quantitative Research Data 6. Introduction to the Use of Analysis of Variance in Chemistry Education Research 7. An Introduction to Nonparametric Statistics in Chemistry Education Research 8. Using the Statistical Program R Instead of SPSS To Analyze Data Cognitive-Based Tools for Chemistry Education Research 9. Designing Assessment Tools To Measure Students' Conceptual Knowledge of Chemistry 10. Measuring Knowledge: Tools To Measure Students' Mental Organization of Chemistry Information 11. Eye Tracking Methodology for Chemistry Education Research 12. A Short History of the Use of Technology To Model and Analyze Student Data for Teaching and Research Practical Issues for Planning, Conducting, and Publishing Chemistry Education Research 13. A Two-Pronged Approach to Dealing with Nonsignificant Results 14. Doing Chemistry Education Research in the Real World: Challenges of Multi-Classroom Collaborations 15. Ethical Treatment of the Human Participants in Chemistry Education Research 16. Preparing Chemistry Education Research Manuscripts for Publication APPLICATION 17. Using This Book To Get Started on Your Own Research Editors' Biographies Indexes Author Index Subject Index

About the Author

Diane M. Bunce (Ph.D.) is a Professor of Chemistry at The Catholic University of America. She received her B.S. degree in chemistry from Le Moyne College, M.A.T. degree in science education from Cornell University and Ph.D. in chemical education from the University of Maryland-College Park. Her research deals with how students learn chemistry and the mismatch between the way we teach chemistry and what we know about how students learn. Diane received the ACS 2011 Pimentel Award for Chemical Education and the 2001 Helen Free Award for Public Outreach. She has served as editor or co-editor of two other ACS Symposium Series books. Renee S. Cole (Ph.D.) is an Associate Professor of Chemistry at the University of Iowa. Dr. Cole earned a B.A. in chemistry from Hendrix College, and M.S. and Ph.D. degrees in physical chemistry from the University of Oklahoma. Her research focuses on issues related to how students learn chemistry and how that guides the design of instructional materials and teaching strategies as well on efforts related to faculty development and the connection between chemistry education research and the practice of teaching.


"The first chapter that I read and instantly gave to all my graduate students was about how to prepare CER manuscripts for publication. This chapter alone ... makes it worthwhile purchasing the book. However, the other chapters allow newcomers and graduate students in CER a very valuable introduction to better understand and to start conducting CER. For this reason I highly recommend the book." --Ingo Eilks, Education in Chemistry

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