Literaturnachweis - Detailanzeige
| Autor/in | Fergus, Suzanne |
|---|---|
| Titel | Writing a Chemistry Education Research Article: Stepping Stone or Stumbling Block? |
| Quelle | In: New Directions in the Teaching of Physical Sciences, 12 (2017) 1, (5 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2051-3615 |
| Schlagwörter | Stellungnahme; Chemistry; Science Education; Writing for Publication; Journal Articles; Educational Research; Teaching Methods; Lecture Method; Science Laboratories |
| Abstract | The author was invited to write this opinion piece following a presentation at the Royal Society of Chemistry (RSC) conference on Methods in Education Chemistry Research related to translating creative teaching ideas and innovations into chemistry education research outputs. With a keen interest in learning and teaching and a solid training in organic chemistry research, her choice to combine them both and engage in chemistry education research (CER), seeking the empirical evidence to demonstrate the effectiveness (or not) of classroom or laboratory activities, would seem obvious. In this article, the author will outline the common pitfalls to avoid in CER, the first step in planning high quality CER and hopefully offer some reassurances that, although the transition to CER may feel like starting again within a new research discipline, it does not need to be daunting. Although her experience is in CER most of what she writes for this article will be applicable across the disciplines in higher education. (ERIC). |
| Anmerkungen | University of Leicester Open Journals. University of Leicester Library, University Road, Leicester LE1 7RH, UK. Tel: +44-116-252-2043; e-mail: openaccess@le.ac.uk; Web site: https://journals.le.ac.uk/ojs1/index.php/new-directions |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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