The use of frameworks in chemistry education research

被引：12

作者：

Rodriguez, Jon-Marc G. ^{[1
]}

Nardo, Jocelyn Elizabeth ^{[2
]}

Finkenstaedt-Quinn, Solaire A. ^{[3
]}

Watts, Field M. ^{[1
]}

机构：

[1] Univ Wisconsin, Dept Chem & Biochem, Milwaukee, WI 53211 USA

[2] Ohio State Univ, Dept Chem & Biochem, Columbus, OH 43210 USA

[3] Univ Michigan, Dept Chem, Ann Arbor, MI 48109 USA

来源：

CHEMISTRY EDUCATION RESEARCH AND PRACTICE | 2023年 / 24卷 / 04期

关键词：

PEDAGOGICAL CONTENT KNOWLEDGE; STUDENTS EXPLANATIONS; CHEMICAL-EDUCATION; ORGANIC-CHEMISTRY; IMPACT; PERCEPTIONS; CURRICULUM; SCIENCE; ORGANIZATION; ACHIEVEMENT;

D O I：

10.1039/d3rp00149k

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Extant literature has emphasized the importance of education research being theory-based. To this end, many research articles have a distinct "theoretical framework" section describing the theoretical underpinnings that inform the research. Nevertheless, there is large variation in how explicit articles are regarding their use of frameworks in the research process. This work describes a literature review focusing on the use of frameworks (broadly defined) in chemistry education research. Our sample draws on research articles published in Chemistry Education Research and Practice and the Journal of Chemical Education from 2018 to 2021 (n = 457). The longitudinal analysis revealed general trends about the presence of frameworks in research articles over four years as well as the types of frameworks commonly used. In addition, we analyzed how frameworks were used within individual research articles published in 2021, focusing on chemistry education research articles and research articles published across biology, engineering, mathematics, and physics education research journals (n = 595). Our goal is to describe how frameworks were used to open a dialogue and inform future chemistry education research.

引用

页码：1109 / 1126

页数：18

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