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Chemistry Education Research and Practice
The free to access journal for teachers, researchers and other practitioners in chemistry education
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Impact factor: 2.6*
Time to first decision (all decisions): 25.0 days**
Time to first decision (peer reviewed only): 40.0 days***
Editor: Scott Lewis
Chair: David F Treagust
Indexed in Scopus and Web of Science
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Chemistry Education Research and Practice (CERP) is the journal for teachers, researchers and other practitioners at all levels of chemistry education. It is published free of charge electronically four times a year, thanks to sponsorship by the Royal Society of Chemistry's Education Division. Coverage includes the following:
- Research, and reviews of research, in chemistry education
- Evaluations of effective innovative practice in the teaching of chemistry
- In-depth analyses of issues of direct relevance to chemistry education
The objectives of the journal:
- To provide researchers with the means to publish their work in full in a journal exclusively dedicated to chemistry education
- To offer teachers of chemistry at all levels a place where they can share effective ideas and methods for the teaching and learning of chemistry
- To bridge the gap between the two groups so that researchers will have their results seen by those who could benefit from using them, and practitioners will gain from encountering the ideas and results of those who have made a particular study of the learning process
Guidance on the nature of acceptable contributions can be found in Recognising quality in reports of chemistry education research and practice .
Meet the team
Find out who is on the editorial and advisory boards for the Chemistry Education Research and Practice (CERP) journal.
David F Treagust , Curtin University of Technology, Australia
Scott Lewis , University of South Florida, USA
Deputy editor
Nicole Graulich , Justus-Liebig Universität Gießen, Germany
Associate editors
Jack Barbera , Portland State University, USA
Mageswary Karpudewan , Universiti Sains Malaysia (USM)
James Nyachwaya , North Dakota State University, USA
Editorial board members
Mei-Hung Chiu , National Taiwan Normal University, Taiwan
Resa Kelly , San Jose State University, USA
Gwen Lawrie , University of Queensland, Australia
David Read , University of Southampton, UK
Bill Byers , University of Ulster, UK
Melanie Cooper , Michigan State University, USA
Onno de Jong, University of Utrecht, Netherlands Iztok Devetak , University of Ljubljana, Slovenia
Odilla Finlayson , Dublin City University, Ireland
Loretta Jones , University of Northern Colorado, USA
Orla Catherine Kelly , Church of Ireland College of Education, Ireland
Scott Lewis, Editor, University of South Florida, USA
Iwona Maciejowska, Jagiellonian University, Poland Rachel Mamlok-Naaman , The Weizmann Institute of Science, Israel
David McGarvey, Keele University, UK Mansoor Niaz , Universidad de Oriente, Venezuela MaryKay Orgill , University of Nevada, Las Vegas, USA George Papageorgiou , Democritus University of Thrace, Greece Ilka Parchmann , University of Kiel, Germany Michael K. Seery , University of Edinburgh, UK
Keith Taber , University of Cambridge, UK Daniel Tan , Nanyang Technological University, Singapore
Zoltán Toth , University of Debrecen, Hungary
Georgios Tsaparlis , (Founding Editor), University of Ioannina, Greece
Jan H van Driel , The University of Melbourne, Australia
Mihye Won , Monash University, Australia
Lisa Clatworthy , Managing Editor
Helen Saxton , Editorial Production Manager
Becky Webb , Senior Publishing Editor
Laura Cooper , Publishing Editor
Hannah Dunckley , Publishing Editor
Natalie Ford , Publishing Assistant
Journal specific guidelines
The intended emphasis is on the process of learning, not on the content. Contributions describing alternative ways of presenting chemical information to students (including the description of new demonstrations or laboratory experiments or computer simulations or animations) are unlikely to be considered for publication. All contributions should be written in clear and concise English. Technical language should be kept to the absolute minimum required by accuracy. Authors are urged to pay particular attention to the way references are cited both in the text and in the bibliography.
The journal has three objectives.
First to provide researchers a means to publish high quality, fully peer reviewed, educational research reports in the special domain of chemistry education. The studies reported should have all features of scholarship in chemistry education, that is they must be:
- original and previously unpublished
- theory based
- supported by empirical data
- of generalisable character.
The last requirement means that the studies should have an interest for and an impact on the global practice of chemistry, and not be simply of a regional character. Contributions must include a review of the research literature relevant to the topic, and state clearly the way(s) the study contributes to our knowledge base. Last but not least, they should conclude with implications for other research and/or the practice of chemistry teaching.
Second to offer practitioners (teachers of chemistry at all levels) a place where they can share effective ideas and methods for the teaching and learning of chemistry and issues related to these, including assessment.
The emphasis is on effectiveness, the demonstration that the approach described is successful, possibly more so than the alternatives. Contributions are particularly welcome if the subject matter can be applied widely and is concerned with encouraging active, independent or cooperative learning.
Of special interest are methods that increase student motivation for learning, and those that help them to become effective exploiters of their chemical knowledge and understanding. It is highly desirable that such contributions should be demonstrably based, wherever possible, on established educational theory and results.
Third to help to bridge the gap between educational researchers and practitioners by providing a single platform where both groups can publish high-quality papers with the realistic hope that researchers will find their results seen by those who could benefit from using them.
Also, practitioners will gain from encountering the ideas and results of those who have made a particular study of the learning process in finding better ways to improve their teaching and the learning experience of their students.
Articles should be submitted using ScholarOne , the Royal Society of Chemistry's article review and submission system. A printed copy of the manuscript will not be required. Your submission will be acknowledged as soon as possible.
Exceptions to normal Royal Society of Chemistry policy
Submissions to Chemistry Education Research and Practice do not require a table of contents entry. Submissions to the journal should use Harvard referencing.
Citations in the text should therefore be made by use of the surname of the author(s) and the year of the publication, at the appropriate place. Note that with one or two authors the name(s) are given, while if the source has three or more authors, it is cited with the first named author as 'Author et al. '
When more than one source is cited in the text, they should be listed in chronological and then alphabetical order for example, '(Jones, 2001; Smith, 2001; Adams, 2006)'. The references themselves are given at the end of the final printed text, in alphabetical and, if the same author is cited more than once, chronological order. An example of a journal article reference as it would be presented is Taber K. S., (2015), Advancing chemistry education as a field, Chem. Educ. Res. Pract. , 16 (1), 6–8.
Article types
Chemistry Education Research and Practice publishes:
Perspectives
Review articles.
Perspectives are short readable articles covering current areas of interest. They may take the form of personal accounts of research or a critical analysis of activity in a specialist area. By their nature, they will not be comprehensive reviews of a field of chemistry. Since the readership of Chemistry Education Research and Practice is wide-ranging, the article should be easily comprehensible to a non-specialist in the field, whilst at the same time providing an authoritative discussion of the area concerned.
We welcome submissions of Perspective articles that:
- Communicate new challenges or visions for teaching chemistry framed in current chemistry education research or theories with evidence to support claims.
- Propose frameworks (theoretical, conceptual, curricular), models, pedagogies or practices informed by personal expertise and supported by research outcomes (either the author’s own research or the wider body of education research).
- Argue theoretical stances accompanied by recommendations for how these can be applied in teaching practice or measured in student conceptualisation of knowledge, with examples.
For more information on Perspective articles please see our 2022 Editorial (DOI: 10.1039/D2RP90006H )
These are normally invited by the Editorial Board and editorial office, although suggestions from readers for topics and authors of reviews are welcome.
Reviews must be high-quality, authoritative, state-of-the-art accounts of the selected research field. They should be timely and add to the existing literature, rather than duplicate existing articles, and should be of general interest to the journal's wide readership.
All Reviews and Perspectives undergo rigorous peer review, in the same way as regular research papers.
Review articles published in Chemistry Education Research and Practice include narrative, integrative or systematic reviews and meta-analyses and should align with the goals and scope of the journal.
Thought experiments outlining a theoretical position or personal opinion without including a literature basis, pedagogical recommendations or evidence of implementation are not considered in the journal.
For more information on preparing a review-style article please see our 2021 Editorial (DOI: 10.1039/D1RP90006D )
Full papers contain original scientific work that has not been published previously.
Comments and Replies are a medium for the discussion and exchange of scientific opinions between authors and readers concerning material published in Chemistry Education Research and Practice.
For publication, a Comment should present an alternative analysis of and/or new insight into the previously published material. Any Reply should further the discussion presented in the original article and the Comment. Comments and Replies that contain any form of personal attack are not suitable for publication.
Comments that are acceptable for publication will be forwarded to the authors of the work being discussed, and these authors will be given the opportunity to submit a Reply. The Comment and Reply will both be subject to rigorous peer review in consultation with the journal’s Editorial Board where appropriate. The Comment and Reply will be published together.
Readership information
Chemical education researchers and teachers of chemistry in universities and schools
Subscription information
Chemistry Education Research and Practice is free to access thanks to sponsorship by the Royal Society of Chemistry's Education Division
Online only : ISSN 1756-1108
*2023 Journal Citation Reports (Clarivate Analytics, 2024)
**The median time from submission to first decision including manuscripts rejected without peer review from the previous calendar year
***The median time from submission to first decision for peer-reviewed manuscripts from the previous calendar year
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Journal of Chemical Education
Subject Area and Category
- Chemistry (miscellaneous)
Publication type
00219584, 19381328
Information
How to publish in this journal
The set of journals have been ranked according to their SJR and divided into four equal groups, four quartiles. Q1 (green) comprises the quarter of the journals with the highest values, Q2 (yellow) the second highest values, Q3 (orange) the third highest values and Q4 (red) the lowest values.
Category | Year | Quartile |
---|---|---|
Chemistry (miscellaneous) | 1999 | Q2 |
Chemistry (miscellaneous) | 2000 | Q2 |
Chemistry (miscellaneous) | 2001 | Q2 |
Chemistry (miscellaneous) | 2002 | Q3 |
Chemistry (miscellaneous) | 2003 | Q3 |
Chemistry (miscellaneous) | 2004 | Q3 |
Chemistry (miscellaneous) | 2005 | Q3 |
Chemistry (miscellaneous) | 2006 | Q3 |
Chemistry (miscellaneous) | 2007 | Q3 |
Chemistry (miscellaneous) | 2008 | Q3 |
Chemistry (miscellaneous) | 2009 | Q3 |
Chemistry (miscellaneous) | 2010 | Q2 |
Chemistry (miscellaneous) | 2011 | Q2 |
Chemistry (miscellaneous) | 2012 | Q3 |
Chemistry (miscellaneous) | 2013 | Q2 |
Chemistry (miscellaneous) | 2014 | Q2 |
Chemistry (miscellaneous) | 2015 | Q2 |
Chemistry (miscellaneous) | 2016 | Q2 |
Chemistry (miscellaneous) | 2017 | Q2 |
Chemistry (miscellaneous) | 2018 | Q2 |
Chemistry (miscellaneous) | 2019 | Q2 |
Chemistry (miscellaneous) | 2020 | Q2 |
Chemistry (miscellaneous) | 2021 | Q2 |
Chemistry (miscellaneous) | 2022 | Q2 |
Chemistry (miscellaneous) | 2023 | Q2 |
Education | 1999 | Q2 |
Education | 2000 | Q2 |
Education | 2001 | Q2 |
Education | 2002 | Q3 |
Education | 2003 | Q2 |
Education | 2004 | Q2 |
Education | 2005 | Q3 |
Education | 2006 | Q3 |
Education | 2007 | Q3 |
Education | 2008 | Q3 |
Education | 2009 | Q3 |
Education | 2010 | Q3 |
Education | 2011 | Q2 |
Education | 2012 | Q3 |
Education | 2013 | Q2 |
Education | 2014 | Q2 |
Education | 2015 | Q2 |
Education | 2016 | Q2 |
Education | 2017 | Q2 |
Education | 2018 | Q2 |
Education | 2019 | Q2 |
Education | 2020 | Q2 |
Education | 2021 | Q2 |
Education | 2022 | Q2 |
Education | 2023 | Q2 |
The SJR is a size-independent prestige indicator that ranks journals by their 'average prestige per article'. It is based on the idea that 'all citations are not created equal'. SJR is a measure of scientific influence of journals that accounts for both the number of citations received by a journal and the importance or prestige of the journals where such citations come from It measures the scientific influence of the average article in a journal, it expresses how central to the global scientific discussion an average article of the journal is.
Year | SJR |
---|---|
1999 | 0.424 |
2000 | 0.420 |
2001 | 0.335 |
2002 | 0.276 |
2003 | 0.284 |
2004 | 0.270 |
2005 | 0.218 |
2006 | 0.273 |
2007 | 0.273 |
2008 | 0.285 |
2009 | 0.293 |
2010 | 0.305 |
2011 | 0.335 |
2012 | 0.316 |
2013 | 0.350 |
2014 | 0.381 |
2015 | 0.383 |
2016 | 0.415 |
2017 | 0.466 |
2018 | 0.464 |
2019 | 0.473 |
2020 | 0.499 |
2021 | 0.504 |
2022 | 0.555 |
2023 | 0.542 |
Evolution of the number of published documents. All types of documents are considered, including citable and non citable documents.
Year | Documents |
---|---|
1999 | 397 |
2000 | 375 |
2001 | 627 |
2002 | 613 |
2003 | 323 |
2004 | 402 |
2005 | 473 |
2006 | 447 |
2007 | 500 |
2008 | 453 |
2009 | 378 |
2010 | 413 |
2011 | 418 |
2012 | 359 |
2013 | 379 |
2014 | 409 |
2015 | 416 |
2016 | 365 |
2017 | 350 |
2018 | 378 |
2019 | 456 |
2020 | 681 |
2021 | 543 |
2022 | 520 |
2023 | 637 |
This indicator counts the number of citations received by documents from a journal and divides them by the total number of documents published in that journal. The chart shows the evolution of the average number of times documents published in a journal in the past two, three and four years have been cited in the current year. The two years line is equivalent to journal impact factor ™ (Thomson Reuters) metric.
Cites per document | Year | Value |
---|---|---|
Cites / Doc. (4 years) | 1999 | 0.556 |
Cites / Doc. (4 years) | 2000 | 0.577 |
Cites / Doc. (4 years) | 2001 | 0.538 |
Cites / Doc. (4 years) | 2002 | 0.284 |
Cites / Doc. (4 years) | 2003 | 0.383 |
Cites / Doc. (4 years) | 2004 | 0.354 |
Cites / Doc. (4 years) | 2005 | 0.421 |
Cites / Doc. (4 years) | 2006 | 0.389 |
Cites / Doc. (4 years) | 2007 | 0.587 |
Cites / Doc. (4 years) | 2008 | 0.486 |
Cites / Doc. (4 years) | 2009 | 0.517 |
Cites / Doc. (4 years) | 2010 | 0.564 |
Cites / Doc. (4 years) | 2011 | 0.607 |
Cites / Doc. (4 years) | 2012 | 0.696 |
Cites / Doc. (4 years) | 2013 | 0.870 |
Cites / Doc. (4 years) | 2014 | 1.139 |
Cites / Doc. (4 years) | 2015 | 1.307 |
Cites / Doc. (4 years) | 2016 | 1.495 |
Cites / Doc. (4 years) | 2017 | 1.616 |
Cites / Doc. (4 years) | 2018 | 1.809 |
Cites / Doc. (4 years) | 2019 | 2.471 |
Cites / Doc. (4 years) | 2020 | 2.802 |
Cites / Doc. (4 years) | 2021 | 3.238 |
Cites / Doc. (4 years) | 2022 | 2.981 |
Cites / Doc. (4 years) | 2023 | 3.090 |
Cites / Doc. (3 years) | 1999 | 0.556 |
Cites / Doc. (3 years) | 2000 | 0.585 |
Cites / Doc. (3 years) | 2001 | 0.517 |
Cites / Doc. (3 years) | 2002 | 0.267 |
Cites / Doc. (3 years) | 2003 | 0.324 |
Cites / Doc. (3 years) | 2004 | 0.298 |
Cites / Doc. (3 years) | 2005 | 0.400 |
Cites / Doc. (3 years) | 2006 | 0.409 |
Cites / Doc. (3 years) | 2007 | 0.566 |
Cites / Doc. (3 years) | 2008 | 0.478 |
Cites / Doc. (3 years) | 2009 | 0.506 |
Cites / Doc. (3 years) | 2010 | 0.548 |
Cites / Doc. (3 years) | 2011 | 0.575 |
Cites / Doc. (3 years) | 2012 | 0.667 |
Cites / Doc. (3 years) | 2013 | 0.958 |
Cites / Doc. (3 years) | 2014 | 1.221 |
Cites / Doc. (3 years) | 2015 | 1.379 |
Cites / Doc. (3 years) | 2016 | 1.509 |
Cites / Doc. (3 years) | 2017 | 1.691 |
Cites / Doc. (3 years) | 2018 | 1.851 |
Cites / Doc. (3 years) | 2019 | 2.536 |
Cites / Doc. (3 years) | 2020 | 2.799 |
Cites / Doc. (3 years) | 2021 | 3.414 |
Cites / Doc. (3 years) | 2022 | 2.897 |
Cites / Doc. (3 years) | 2023 | 3.114 |
Cites / Doc. (2 years) | 1999 | 0.546 |
Cites / Doc. (2 years) | 2000 | 0.423 |
Cites / Doc. (2 years) | 2001 | 0.481 |
Cites / Doc. (2 years) | 2002 | 0.229 |
Cites / Doc. (2 years) | 2003 | 0.249 |
Cites / Doc. (2 years) | 2004 | 0.241 |
Cites / Doc. (2 years) | 2005 | 0.433 |
Cites / Doc. (2 years) | 2006 | 0.354 |
Cites / Doc. (2 years) | 2007 | 0.515 |
Cites / Doc. (2 years) | 2008 | 0.432 |
Cites / Doc. (2 years) | 2009 | 0.475 |
Cites / Doc. (2 years) | 2010 | 0.465 |
Cites / Doc. (2 years) | 2011 | 0.521 |
Cites / Doc. (2 years) | 2012 | 0.735 |
Cites / Doc. (2 years) | 2013 | 0.999 |
Cites / Doc. (2 years) | 2014 | 1.260 |
Cites / Doc. (2 years) | 2015 | 1.331 |
Cites / Doc. (2 years) | 2016 | 1.619 |
Cites / Doc. (2 years) | 2017 | 1.739 |
Cites / Doc. (2 years) | 2018 | 1.806 |
Cites / Doc. (2 years) | 2019 | 2.393 |
Cites / Doc. (2 years) | 2020 | 2.905 |
Cites / Doc. (2 years) | 2021 | 3.397 |
Cites / Doc. (2 years) | 2022 | 2.949 |
Cites / Doc. (2 years) | 2023 | 2.766 |
Evolution of the total number of citations and journal's self-citations received by a journal's published documents during the three previous years. Journal Self-citation is defined as the number of citation from a journal citing article to articles published by the same journal.
Cites | Year | Value |
---|---|---|
Self Cites | 1999 | 278 |
Self Cites | 2000 | 282 |
Self Cites | 2001 | 289 |
Self Cites | 2002 | 84 |
Self Cites | 2003 | 276 |
Self Cites | 2004 | 263 |
Self Cites | 2005 | 256 |
Self Cites | 2006 | 254 |
Self Cites | 2007 | 388 |
Self Cites | 2008 | 323 |
Self Cites | 2009 | 299 |
Self Cites | 2010 | 305 |
Self Cites | 2011 | 328 |
Self Cites | 2012 | 347 |
Self Cites | 2013 | 477 |
Self Cites | 2014 | 667 |
Self Cites | 2015 | 825 |
Self Cites | 2016 | 823 |
Self Cites | 2017 | 841 |
Self Cites | 2018 | 829 |
Self Cites | 2019 | 1171 |
Self Cites | 2020 | 1716 |
Self Cites | 2021 | 2090 |
Self Cites | 2022 | 1999 |
Self Cites | 2023 | 2579 |
Total Cites | 1999 | 547 |
Total Cites | 2000 | 602 |
Total Cites | 2001 | 559 |
Total Cites | 2002 | 373 |
Total Cites | 2003 | 523 |
Total Cites | 2004 | 466 |
Total Cites | 2005 | 535 |
Total Cites | 2006 | 490 |
Total Cites | 2007 | 748 |
Total Cites | 2008 | 679 |
Total Cites | 2009 | 709 |
Total Cites | 2010 | 730 |
Total Cites | 2011 | 715 |
Total Cites | 2012 | 807 |
Total Cites | 2013 | 1140 |
Total Cites | 2014 | 1411 |
Total Cites | 2015 | 1582 |
Total Cites | 2016 | 1817 |
Total Cites | 2017 | 2012 |
Total Cites | 2018 | 2094 |
Total Cites | 2019 | 2772 |
Total Cites | 2020 | 3314 |
Total Cites | 2021 | 5172 |
Total Cites | 2022 | 4867 |
Total Cites | 2023 | 5431 |
Evolution of the number of total citation per document and external citation per document (i.e. journal self-citations removed) received by a journal's published documents during the three previous years. External citations are calculated by subtracting the number of self-citations from the total number of citations received by the journal’s documents.
Cites | Year | Value |
---|---|---|
External Cites per document | 1999 | 0.273 |
External Cites per document | 2000 | 0.311 |
External Cites per document | 2001 | 0.250 |
External Cites per document | 2002 | 0.207 |
External Cites per document | 2003 | 0.153 |
External Cites per document | 2004 | 0.130 |
External Cites per document | 2005 | 0.209 |
External Cites per document | 2006 | 0.197 |
External Cites per document | 2007 | 0.272 |
External Cites per document | 2008 | 0.251 |
External Cites per document | 2009 | 0.293 |
External Cites per document | 2010 | 0.319 |
External Cites per document | 2011 | 0.311 |
External Cites per document | 2012 | 0.380 |
External Cites per document | 2013 | 0.557 |
External Cites per document | 2014 | 0.644 |
External Cites per document | 2015 | 0.660 |
External Cites per document | 2016 | 0.826 |
External Cites per document | 2017 | 0.984 |
External Cites per document | 2018 | 1.118 |
External Cites per document | 2019 | 1.465 |
External Cites per document | 2020 | 1.350 |
External Cites per document | 2021 | 2.034 |
External Cites per document | 2022 | 1.707 |
External Cites per document | 2023 | 1.635 |
Cites per document | 1999 | 0.556 |
Cites per document | 2000 | 0.585 |
Cites per document | 2001 | 0.517 |
Cites per document | 2002 | 0.267 |
Cites per document | 2003 | 0.324 |
Cites per document | 2004 | 0.298 |
Cites per document | 2005 | 0.400 |
Cites per document | 2006 | 0.409 |
Cites per document | 2007 | 0.566 |
Cites per document | 2008 | 0.478 |
Cites per document | 2009 | 0.506 |
Cites per document | 2010 | 0.548 |
Cites per document | 2011 | 0.575 |
Cites per document | 2012 | 0.667 |
Cites per document | 2013 | 0.958 |
Cites per document | 2014 | 1.221 |
Cites per document | 2015 | 1.379 |
Cites per document | 2016 | 1.509 |
Cites per document | 2017 | 1.691 |
Cites per document | 2018 | 1.851 |
Cites per document | 2019 | 2.536 |
Cites per document | 2020 | 2.799 |
Cites per document | 2021 | 3.414 |
Cites per document | 2022 | 2.897 |
Cites per document | 2023 | 3.114 |
International Collaboration accounts for the articles that have been produced by researchers from several countries. The chart shows the ratio of a journal's documents signed by researchers from more than one country; that is including more than one country address.
Year | International Collaboration |
---|---|
1999 | 4.53 |
2000 | 5.60 |
2001 | 3.83 |
2002 | 1.63 |
2003 | 5.88 |
2004 | 5.22 |
2005 | 5.29 |
2006 | 2.91 |
2007 | 4.00 |
2008 | 4.64 |
2009 | 4.50 |
2010 | 4.36 |
2011 | 6.46 |
2012 | 5.57 |
2013 | 7.39 |
2014 | 5.13 |
2015 | 5.29 |
2016 | 4.66 |
2017 | 6.00 |
2018 | 5.82 |
2019 | 9.65 |
2020 | 6.90 |
2021 | 7.37 |
2022 | 8.85 |
2023 | 6.75 |
Not every article in a journal is considered primary research and therefore "citable", this chart shows the ratio of a journal's articles including substantial research (research articles, conference papers and reviews) in three year windows vs. those documents other than research articles, reviews and conference papers.
Documents | Year | Value |
---|---|---|
Non-citable documents | 1999 | 1 |
Non-citable documents | 2000 | 0 |
Non-citable documents | 2001 | 0 |
Non-citable documents | 2002 | 119 |
Non-citable documents | 2003 | 318 |
Non-citable documents | 2004 | 359 |
Non-citable documents | 2005 | 292 |
Non-citable documents | 2006 | 151 |
Non-citable documents | 2007 | 159 |
Non-citable documents | 2008 | 159 |
Non-citable documents | 2009 | 165 |
Non-citable documents | 2010 | 218 |
Non-citable documents | 2011 | 221 |
Non-citable documents | 2012 | 174 |
Non-citable documents | 2013 | 73 |
Non-citable documents | 2014 | 20 |
Non-citable documents | 2015 | 7 |
Non-citable documents | 2016 | 9 |
Non-citable documents | 2017 | 8 |
Non-citable documents | 2018 | 8 |
Non-citable documents | 2019 | 5 |
Non-citable documents | 2020 | 5 |
Non-citable documents | 2021 | 3 |
Non-citable documents | 2022 | 3 |
Non-citable documents | 2023 | 4 |
Citable documents | 1999 | 983 |
Citable documents | 2000 | 1029 |
Citable documents | 2001 | 1082 |
Citable documents | 2002 | 1280 |
Citable documents | 2003 | 1297 |
Citable documents | 2004 | 1204 |
Citable documents | 2005 | 1046 |
Citable documents | 2006 | 1047 |
Citable documents | 2007 | 1163 |
Citable documents | 2008 | 1261 |
Citable documents | 2009 | 1235 |
Citable documents | 2010 | 1113 |
Citable documents | 2011 | 1023 |
Citable documents | 2012 | 1035 |
Citable documents | 2013 | 1117 |
Citable documents | 2014 | 1136 |
Citable documents | 2015 | 1140 |
Citable documents | 2016 | 1195 |
Citable documents | 2017 | 1182 |
Citable documents | 2018 | 1123 |
Citable documents | 2019 | 1088 |
Citable documents | 2020 | 1179 |
Citable documents | 2021 | 1512 |
Citable documents | 2022 | 1677 |
Citable documents | 2023 | 1740 |
Ratio of a journal's items, grouped in three years windows, that have been cited at least once vs. those not cited during the following year.
Documents | Year | Value |
---|---|---|
Uncited documents | 1999 | 678 |
Uncited documents | 2000 | 709 |
Uncited documents | 2001 | 721 |
Uncited documents | 2002 | 1154 |
Uncited documents | 2003 | 1256 |
Uncited documents | 2004 | 1248 |
Uncited documents | 2005 | 993 |
Uncited documents | 2006 | 890 |
Uncited documents | 2007 | 869 |
Uncited documents | 2008 | 1026 |
Uncited documents | 2009 | 998 |
Uncited documents | 2010 | 901 |
Uncited documents | 2011 | 830 |
Uncited documents | 2012 | 741 |
Uncited documents | 2013 | 626 |
Uncited documents | 2014 | 525 |
Uncited documents | 2015 | 464 |
Uncited documents | 2016 | 486 |
Uncited documents | 2017 | 446 |
Uncited documents | 2018 | 394 |
Uncited documents | 2019 | 318 |
Uncited documents | 2020 | 308 |
Uncited documents | 2021 | 334 |
Uncited documents | 2022 | 413 |
Uncited documents | 2023 | 323 |
Cited documents | 1999 | 306 |
Cited documents | 2000 | 320 |
Cited documents | 2001 | 361 |
Cited documents | 2002 | 245 |
Cited documents | 2003 | 359 |
Cited documents | 2004 | 315 |
Cited documents | 2005 | 345 |
Cited documents | 2006 | 308 |
Cited documents | 2007 | 453 |
Cited documents | 2008 | 394 |
Cited documents | 2009 | 402 |
Cited documents | 2010 | 430 |
Cited documents | 2011 | 414 |
Cited documents | 2012 | 468 |
Cited documents | 2013 | 564 |
Cited documents | 2014 | 631 |
Cited documents | 2015 | 683 |
Cited documents | 2016 | 718 |
Cited documents | 2017 | 744 |
Cited documents | 2018 | 737 |
Cited documents | 2019 | 775 |
Cited documents | 2020 | 876 |
Cited documents | 2021 | 1181 |
Cited documents | 2022 | 1267 |
Cited documents | 2023 | 1421 |
Evolution of the percentage of female authors.
Year | Female Percent |
---|---|
1999 | 30.66 |
2000 | 26.81 |
2001 | 28.83 |
2002 | 31.52 |
2003 | 33.20 |
2004 | 32.56 |
2005 | 31.62 |
2006 | 33.52 |
2007 | 32.93 |
2008 | 33.83 |
2009 | 40.32 |
2010 | 38.06 |
2011 | 36.90 |
2012 | 35.54 |
2013 | 37.71 |
2014 | 38.23 |
2015 | 40.52 |
2016 | 40.32 |
2017 | 40.68 |
2018 | 40.43 |
2019 | 43.44 |
2020 | 42.60 |
2021 | 44.01 |
2022 | 47.21 |
2023 | 46.40 |
Evolution of the number of documents cited by public policy documents according to Overton database.
Documents | Year | Value |
---|---|---|
Overton | 1999 | 10 |
Overton | 2000 | 8 |
Overton | 2001 | 6 |
Overton | 2002 | 0 |
Overton | 2003 | 3 |
Overton | 2004 | 9 |
Overton | 2005 | 2 |
Overton | 2006 | 4 |
Overton | 2007 | 6 |
Overton | 2008 | 7 |
Overton | 2009 | 2 |
Overton | 2010 | 7 |
Overton | 2011 | 5 |
Overton | 2012 | 5 |
Overton | 2013 | 6 |
Overton | 2014 | 9 |
Overton | 2015 | 11 |
Overton | 2016 | 6 |
Overton | 2017 | 5 |
Overton | 2018 | 11 |
Overton | 2019 | 17 |
Overton | 2020 | 12 |
Overton | 2021 | 5 |
Overton | 2022 | 1 |
Overton | 2023 | 0 |
Evoution of the number of documents related to Sustainable Development Goals defined by United Nations. Available from 2018 onwards.
Documents | Year | Value |
---|---|---|
SDG | 2018 | 64 |
SDG | 2019 | 100 |
SDG | 2020 | 257 |
SDG | 2021 | 167 |
SDG | 2022 | 204 |
SDG | 2023 | 183 |
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Comment | 24 July 2023
Implications of a critical realism approach to chemistry research and education
Critical realism distinguishes the ‘real’ world from the ‘observable’ one, which scientists explore as actors rather than as passive, neutral observers. Through this lens, it is clear that a diverse community that interrogates the world from different angles is an asset to the practice of chemistry itself.
- Margaret A. L. Blackie
Comment | 17 July 2023
Critical race theory and its relevance for chemistry
Critical race theory — an academic framework that serves to understand systemic racism in the USA and beyond — can help inform endeavours to advance justice and equity in the chemistry community.
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Q&A | 20 February 2023
A community that educates itself
Matthew Horwitz, creator of the Synthesis Workshop video podcast, talks to Nature Chemistry about using podcasting as a driver of professional-level education in the chemistry community.
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News & Views | 15 June 2021
Bite-size science
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Thesis | 25 August 2020
Practical science at home in a pandemic world
There are plenty of online resources to ensure that learning can continue for students who cannot access universities during a pandemic, but what options are there for practical aspects of science courses? Daren J. Caruana, Christoph G. Salzmann and Andrea Sella offer a manifesto for home-based experiments.
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Thesis | 17 June 2020
The invisible college
Michelle Francl worries about the long-term effects of playing by pandemic rules.
- Michelle Francl
Editorial | 20 December 2019
Safety matters
Two Q&As in this issue consider aspects of chemical safety in industry and academia. And when it comes to the latter, a Review Article concludes that much more research is required to better understand — and improve — safety in academic laboratories.
Q&A | 20 December 2019
Health and safety in industry labs
Dave Laffan, a Director in Chemical Development at AstraZeneca, talks to Nature Chemistry about safety in industry labs and his role on the Safety, Health and Environment committee.
Motivations for developing safer chemistry
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Review Article | 18 November 2019
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Despite the regular occurrence of high-profile accidents leading to serious injuries or deaths among lab personnel, the state of academic lab safety research has languished. Existing studies in this area are summarized and critiqued in this Review and suggestions are made for future research directions.
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Commentary | 20 December 2016
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Commentary | 19 December 2016
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Strangers to fiction
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Interview | 24 May 2016
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Challenges and opportunities for chemistry in Africa
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Commentary | 22 April 2016
One-world chemistry and systems thinking
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Blogroll | 23 July 2015
Blogroll: Chemistry education
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Blogroll | 20 November 2014
Blogroll: Moving on up
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Thesis | 20 June 2014
The write stuff
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Michelle Francl ponders ways in which we can talk about chemistry without triggering chemophobia.
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Teaching chemistry through history
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Blogroll | 23 September 2010
Blogroll: Advice for all
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Thesis | 01 January 2010
Life is the variety of spice
Bruce C. Gibb wonders why curry is not part of the chemistry curriculum.
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Overview of Chemical Education Research (CER)
As identified by the nrc report on discipline-based education research (nrc, 2012), “the goals of dber are to:.
- understand how people learn the concepts, practices, and ways of thinking of science and engineering;
- understand the nature and development of expertise in a discipline;
- help identify and measure appropriate learning objectives and instructional approaches that advance students toward those objectives;
- contribute to the knowledge base in a way that can guide the translation of DBER findings to classroom practice; and
- identify approaches to make science and engineering education broad and inclusive.”
Chemistry education research (CER)-specific area of Discipline-based education research (DBER).
A brief history of the development of chemistry education research as a discipline can be found in the NRC report (NRC, 2012) and a white paper by George Bodner (Bodner, 2011). The first doctoral programs in chemistry departments that awarded Ph.D. degrees for CER arose in the 1990s at the University of Oklahoma, the University of Northern Colorado, and Purdue University. The first Ph.D. in CER was awarded in 1993, with the first postdoctoral appointment in 1994. The Chemistry Education Research Committee itself was established by the ACS Division of Chemical Education in 1994.
The definition of what constitutes chemistry education research was addressed in several articles in the Journal of Chemical Education . Patricia Metz (Metz, 1994) provided an overview of “What is Chemistry Education Research?” in a special issue of the journal dedicated to research in chemical education. Later that same year, the report of an ACS Division of Chemical Education Taskforce was published (Bunce et al., 1994). This Task Force on Chemical Education Research was appointed with the task of drafting a document that defined chemistry education research. A further description was published a few years later when the CER feature was added to JCE (Bunce & Robinson, 1997). Part of the mission statement for the feature provided guidelines for the content in submissions.
This feature aims to provide reliable and valid reports of chemical education research that address how students learn, the factors affecting learning, and the methods for evaluating that learning. The results reported should be understandable to practicing chemistry teachers and directly applicable to the teaching/learning process. … the research must be theory based; the questions asked should relevant to chemical educators and able to be tested through the experimental design proposed; the data collected must be verifiable; and the results must be generalizable.
The issue of what constitutes quality work in CER has been addressed more recently by Taber (Taber, 2012). Additionally, resources such as the book the Nuts and Bolts of Chemical Education Research (Bunce & Cole, 2007) are now available to provide guidance to individuals wishing to learn more about conducting research in chemistry education.
The roots of CER can be found in the scholarship of teaching and learning (SoTL) and the desire to improve classroom practice. The Journal of Chemical Education was established in 1924 to serve as a living textbook and a means to disseminate best practices for teaching chemistry, while the Chemical Education Research Feature did not appear until 1997. The scholarship of teaching and learning emphasizes reflective practice and the use of classroom-based evidence to inform teaching. The boundaries between SoTL and CER are blurry, but a paper by Bob Beichner (Beichner, 2009) in physics education research (PER) provides an informative description that should also serve to inform the CER community of the difference between physics education research and curriculum development or SoTL projects. Keith Taber, the current editor of Chemistry Education Research and Practice , wrote an editorial in which he describes his perspective of the breath of the field ranging from SoTL to CER (Taber, 2012). This transition from practice to CER is also reflected in the history of the Gordon Research Conference in chemical education (Towns, 2010). It began in 1994 with the title “Innovations in College Chemistry Teaching” with a focus on the perspectives and challenges of teaching undergraduate chemistry courses. Over time, the conference evolved to include more presentations on research-based approaches. The name was changed in 2002 to “Chemistry Education Research and Practice” in order to reflect the changing nature of the conference.
There have been several reviews of the work that has been done in CER, including the challenges and implications of that work (Herron & Nurrenbern, 1999; Gilbert et al., 2004; Bodner, 2011; Towns & Kraft, 2011). In their 2004 article, Gilbert et al. summarize the status of chemistry education research at that time and identify 6 types of chemistry education research. They also explore reasons for the lack of impact of CER on the practice of teaching chemistry.
Challenges related to hiring and promotion for academic positions in chemistry education research have been described in a report of the Task Force on Hiring and Promotion in Chemical Education appointed by the ACS Division of Chemical Education (Oliver-Hoyo et al., 2008). The goal of the task force was to provide guidance for departments seeking to hire faculty in the area of chemical education and for individuals wishing to establish academic careers in chemical education. One of the challenges identified in obtaining tenure in CER has been related to departmental expectations related to publications. This led to articles that describe the rate of publication in CER compared to more traditional areas of chemistry education research (Pienta, 2004; Craig et al., 2012) as well as one that discussion impact factors and perceptions of the community as to what constitutes top tier journals for publishing work in CER (Towns & Kraft, 2012).
Bodner, G. (2011). Status , contributions , and future directions of discipline based education research: The development of research in chemical education as a field of study . Paperpresented at the Second Committee Meeting on the Status, Contributions, and FutureDirections of Discipline-Based Education Research. http://www7.nationalacademies.org/bose/DBER_Bodner_October_Paper.pdf .
Bunce, D.; Gabel, D.; Herron, J.D.; and Jones, L. “Report of the Task Force on Chemical Education Research of the American Chemical Society Division of Chemical Education,” JCE, 1994, 71(10), p 850
Bunce, D.M. and Robinson, W.R. “Research in chemical education – the third brand of our profession,” JCE, 1997, 74(9), p1076
Nuts and Bolts of Chemical Education Research (ACS Symposium Series), Editors: Diane M. Bunce and Renee S. Cole, Oxford University Press, 2007.
Craig, A.F.; Koch, D.L.; Buffington, A.; and Grove, N. “Narrowing the Gap? Revisiting Publication Rates in chemistry Education” JCE (Articles ASAP)
Gilbert, J.K.; Justi, R.; Van Driel, J.H.; de Jong, O.; and Treagust, D.F., “Securing a future for chemical education,” CERP, 2004, 5, 5-14
Herron, J.D. and Nurrenbern, S.C., “Chemical Education Research: Improving chemistry learning,” JCE, 1999, 76(10), p. 1353
Metz, P.A., “Introduction to the Symposium,” JCE, 1994, 71(3), p 180
(NRC 2012) Committee on the Status, Contributions, and Future Directions of Discipline-Based Education Research; Board on Science Education; Division of Behavioral and Social Sciences and Education; National Research Council (2012). Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering, The National Academies Press. http://www.nap.edu/catalog.php?record_id=13362
Oliver-Hoyo, M.T.; Jones, J.L.; Kelter, P.B.; Bauer, C. F.; Clevenger, J.V.; Cole, R.S.; and Sawrey, B.A., “Hiring and Promotion in Chemical Education,” JCE, 2008, 85(7), 898.
Pienta, N.J. “Measuring Productivity in College-level chemistry education scholarship” JCE, 2004, 81(4), p 579-583.
Taber, K.S., “Recognizing quality in reports of chemistry education research and practice,” CERP, 2012, 13, 4-7.
Taber, K.S. “The nature and scope of chemistry education as a field,” CERP, 2012, 13, 159-160
Towns, Marcy “A Brief History of the Gordon Research Conference in Chemistry Education Research and Practice” JCE 2010, 87(11), 1133-1134.
Towns, M., and Kraft, A. (2011). Review and synthesis of research in chemical education from 2000-2010 . Paper presented at the Second Committee Meeting on the Status,Contributions, and Future Directions of Discipline-Based Education Research. http://www7.nationalacademies.org/bose/DBER_Towns_October_Paper.pdf .
Towns, M.H. & Kraft, A. “The 2010 rankings of chemical education and science education journals by faculty engaged in chemical education research” JCE, 2012, 89(1), pp 16-20.
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The unique properties of carbon nanotubes, a new class of nanomaterials, make them usable as catalyst supports for various reactions. A pilot reactor has been constructed for producing nanotubes. The nanotubes obtained in this reactor have displayed high performance in a number of catalytic processes. A continuous laboratory-scale reactor for the synthesis of binary and mixed oxide nanosized catalysts has been tested. Russia has everything necessary for organizing nanotube production.
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Carbon Nanotubes in Organic Catalysis
Mono-, Bi-, and Trimetallic Catalysts for the Synthesis of Multiwalled Carbon Nanotubes Based on Iron Subgroup Metals
Synthesis of high quality nitrogen-doped single-wall carbon nanotubes.
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Rakov, E.G., Baronin, I.V. & Anoshkin, I.V. Carbon nanotubes for catalytic applications. Catal. Ind. 2 , 26–28 (2010). https://doi.org/10.1134/S2070050410010046
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The End of Simple Problems: Repositioning Chemistry in Higher Education and Society Using a Systems Thinking Approach and the United Nations' Sustainable Development Goals as a Framework. Using the Socioscientific Context of Climate Change To Teach Chemical Content and the Nature of Science.
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World Journal of Chemical Education. 2024, 12(1), 30-38. DOI: 10.12691/wjce-12-1-5 Pub. Date: March 15, 2024. Full-Text PDF. Adsorption of Folic Acid on The Surface of Charcoal Extracted from Pomegranate Peels. by Ayat Ahmed shukran and Lekaa Hussain Khadim. Original Research.
World Journal of Chemical Education
Students' Strategies, Struggles, and Successes with Mechanism Problem Solving in Organic Chemistry: A Scoping Review of the Research Literature. Amber J. Dood *. and. Field M. Watts. Journal of Chemical Education 2023, 100, 1, 53-68 (Chemical Education Research) Publication Date (Web): November 15, 2022. Abstract.
Gromov, B.V., Vvedenie v khimicheskuyu tekhnologiyu urana (Introduction to Uranium Chemical Technology), Moscow: Atomizdat, 1978. Google Scholar . Sergeev G.S. Study of the evaporation of uranuym hexafluoride from solid and liquid phases and ways of intensifying this process, Cand. Sci. (Eng.) Dissertation, Moscow: All-Union Research Inst. of Chemical Technology, 1970.
The unique properties of carbon nanotubes, a new class of nanomaterials, make them usable as catalyst supports for various reactions. A pilot reactor has been constructed for producing nanotubes. The nanotubes obtained in this reactor have displayed high performance in a number of catalytic processes. A continuous laboratory-scale reactor for the synthesis of binary and mixed oxide nanosized ...
Give and Take: Narrowing the Gap between Theory and Practice of Peer Instructors over Time. Emily L. Atieh *. and. Darrin M. York *. Journal of Chemical Education 2022, 99, 10, 3370-3385 (Chemical Education Research) Publication Date (Web): September 12, 2022. Abstract.
A residential and industrial region in the south-east of Mocsow. It was founded on the spot of two villages: Chagino (what is now the Moscow Oil Refinery) and Ryazantsevo (demolished in 1979). in 1960 the town was incorporated into the City of Moscow as a district. Population - 45,000 people (2002). The district is one of the most polluted residential areas in Moscow, due to the Moscow Oil ...
State Housing Inspectorate of the Moscow Region Elektrostal postal code 144009. See Google profile, Hours, Phone, Website and more for this business. 2.0 Cybo Score. Review on Cybo.
Mapping Pre-Service Chemistry Teachers' Group Cognitive Structure Concerning the Topic of Physical and Chemical Change via the Word Association Method. Canan Nakiboğlu *. Journal of Chemical Education 2024, 101, 2, 233-246 (Chemical Education Research) Publication Date (Web): January 12, 2024. Abstract.
Here, we describe a student experiment that uses a novel column-free matrix solid-phase dispersion (FMSPD) extraction combined with high-performance liquid chromatography (HPLC) for quantitative determination of oroxin A (OA) and oroxin B (OB) from Semen Oroxyli (the seeds of Oroxylum indicum (L.) Vent.). Compared with traditional sample pretreatment methods, which are time-consuming and ...