This Research Topic has three main goals: (1) provide a platform for instructors of organic chemistry to showcase evidence-based methods and educational theories they have utilized in their classrooms, (2) build new and strengthen existing connections between educational researchers and practitioners, and (3) highlight how people have used chemical education-based research in their teaching practice.
There are places in the literature dedicated for chemical education research (CER); however, there is not a clear avenue for those that have changed their teaching methods based on published CER and report their experiences. Creating this article collection will foster collaboration between chemical education researchers and teachers of organic chemistry. This opportunity allows these instructors to share evidence-based practices, experiences, challenges, and innovative approaches from CER literature and beyond. This Research Topic bridges discipline-based education research and the scholarship of teaching and learning, which will help advance organic chemistry education and improve student outcomes.
This Research Topic is designed to create a space for those that teach organic chemistry to report how they used best practices from educational research in their classrooms. Submissions must include evidence-based approaches for the teaching of organic chemistry. Suggested themes include (bur are not limited to):
- implementation of best practices in a different educational setting
- cross-disciplinary approaches to organic chemistry education
- innovative approaches to classroom assessments, content delivery, etc.
- impact of pedagogy on student engagement, motivation, success, retention, etc.
- the role of collaboration between researchers and teaching faculty in advancing the field of chemistry education.
We are interested in receiving “Curriculum, Instruction, and Pedagogy”, “Hypothesis and Theory”, and “Perspective” articles from organic chemistry teaching practitioners as well as teams that include chemical education researchers. By fostering a dialogue between researchers and practitioners, this article collection aims to advance the field of chemistry education and provide practical guidance for effective teaching practices in the classroom.
This Research Topic has three main goals: (1) provide a platform for instructors of organic chemistry to showcase evidence-based methods and educational theories they have utilized in their classrooms, (2) build new and strengthen existing connections between educational researchers and practitioners, and (3) highlight how people have used chemical education-based research in their teaching practice.
There are places in the literature dedicated for chemical education research (CER); however, there is not a clear avenue for those that have changed their teaching methods based on published CER and report their experiences. Creating this article collection will foster collaboration between chemical education researchers and teachers of organic chemistry. This opportunity allows these instructors to share evidence-based practices, experiences, challenges, and innovative approaches from CER literature and beyond. This Research Topic bridges discipline-based education research and the scholarship of teaching and learning, which will help advance organic chemistry education and improve student outcomes.
This Research Topic is designed to create a space for those that teach organic chemistry to report how they used best practices from educational research in their classrooms. Submissions must include evidence-based approaches for the teaching of organic chemistry. Suggested themes include (bur are not limited to):
- implementation of best practices in a different educational setting
- cross-disciplinary approaches to organic chemistry education
- innovative approaches to classroom assessments, content delivery, etc.
- impact of pedagogy on student engagement, motivation, success, retention, etc.
- the role of collaboration between researchers and teaching faculty in advancing the field of chemistry education.
We are interested in receiving “Curriculum, Instruction, and Pedagogy”, “Hypothesis and Theory”, and “Perspective” articles from organic chemistry teaching practitioners as well as teams that include chemical education researchers. By fostering a dialogue between researchers and practitioners, this article collection aims to advance the field of chemistry education and provide practical guidance for effective teaching practices in the classroom.