Educational research learning

Nakhleh, M. B. (1994). Chemical education research in the laboratory environment - how can research uncover what students are learning Journal of Chemical Education, 77(3), 201-205. 

Me Donnell, C., O Connor, C., Seery, M. K. (2007). Developing praetieal chemistry skills by means of student-driven problem based learning mini-projects. Chemistry Education Research cmdPractice, 8, 130-139. 

Gabel, D. (1999). Improving teaching and learning through chemistry education research A look at the future. Journal of Chemical Education, 76(4), 548-554. 

Buckley, B. C. (1995). A case of intentional model-based learning. Paper presented at the annual meeting of the American Educational Research Association, San Francisco. 

Schoenfeld-Tacher, R., Persichitte, K. A., Jones, L. L. (2001). Relation of student characteristics to learning of basic biochemistry concepts from a multimedia goal-based scenario. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA (ERIC Document Reproduction Service No. ED 440 875). 

Ferreira, P. F. M., Justi, R. (2005). From chemical reaction to chemical equilibrium Learning through modelling. Paper presented at the V Conference of the European Seienee Education Research Association, Barcelona, Spain, 28 August-01 September. 

Justi, R., Mendon9a, P. C. C. (2007). Modelling in order to learn an important sub-micro representation the nature of the ionic bond. Paper presented at the VI Conferenee of the European Science Education Research Association, Malmo, Sweden, 21-25 August. 

Albert Pilot studied Chemistry at Utrecht Urriversity in The Netherlands, with a major in analytical chemistry and a minor in educational research. His PhD was in 1980 on learning problem solving in science at the University of Twente. In 1996 he was appointed as full professor of curriculirm development in IVLOS Institute of Education at Utrecht University and in 1998 also as professor of Chemistry Education in the Department of Chemistry of that university. His research in Chemistry Education is concentrated in the field of curricitlirm development, context-based education and professiorral development of teachers. 

Piagetian theory has had a profound effect on the way we think about learners and learning as well as the methods by which this dynamic development process is translated to learning environments 10). It dominated science education research for many years, becoming internal to science education thus, not only students were categorized as concrete or formal thinkers, but also chemical concepts were distinguished into concrete and formal 8, 11). In the opinion of this author and others 10, 12) it still has important messages to convey to science and chemistry educators. 

In addition to these systemic approaches, I found two examples of individual experiments that were revised with an eye to the chemical education research. One is Long and coworkers revisiting of the Spectrum of I2 (12). Long et al. have developed a set of activities, based on education research, to facilitate the learning of the concepts critical to understanding this experiment. The approach has been carefully assessed and showed positive results both in student attitudes and understanding. 

Clark, R. E. (1983) Reconsidering research on learning from media. Review of Educational Research 53(4), 445-459. 

Kozma, R. B. (1991) Learning with media. Review of Educational Research 61(2), 179-211. 

Shepard, Lorrie A. 2000. The role of assessment in a learning culture. Educational Researcher 29 (7) 4-14. 

Shepard, L. A. (1991). Psychometricians beliefs about learning. Educational Researcher, 20 (7), 2-9. 

Herron JD, Nurrenbum SC (1999) Chemical education research improving chemistry learning. J Chem Educ 76 1353-1361. 

Eylon, B., Linn, M. Learning and instruction An examination of four research perspectives in science education. Review of Educational Research. 58 (1988), 251... 

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