Course Identification

The course is a guided reading course, introducing current research papers in chemistry education. The papers that will be introduced, read and discussed will be in the following topics: Chemical literacy, Concepts Understanding, High order thinking skills, inquiry, motivation, ICT in chemistry education and leadership.

Upon successful completion of the course- students should be able to:

1. Read a research article in chemistry education, and present it.
2. Criticize a research paper in educational approach.
3. Demonstrate familiarity with important issues in research in chemistry education.

Ben-Zvi, R., Eylon, B.-S., & Silberstein, J. (1986). Is an atom of copper malleable? Journal of Chemical Education, 63(1), 64. doi:10.1021/ed063p64

Blonder, R., & Rap, S. (2013). It's a small world after all: A nanotechnology activity in a science festival. Journal of Nano Education, 4, 47-56. doi:http://dx.doi.org/10.1166/jne.2012.1029

Katchevich, D., Hofstein, A., & Mamlok-Naaman, R. (2013). Argumentation in the chemistry laboratory: Inquiry and confirmatory experiments. Reseasrch in Science Education, 43, 317–345. doi:10.1007/s11165-011-9267-9

Blonder, R., Jonatan, M., Bar-Dov, Z., Benny, N., Rap, S., & Sakhnini, S. (2013). Can You Tube it? Providing chemistry teachers with technological tools and enhancing their efficacy beliefs. Chemistry Education Research and Practice, 14, 269-285. doi:10.1039/c3rp00001j

Jones, M. G., Taylor, A., Minogue, J., Broadwell, B., Wiebe, E., & Carter, G. (2007). Understanding scale: Powers of ten. Journal of Science Education and Technology, 16(2), 191-202. doi:10.1007/s10956-006-9034-2

Additional  research papers will be chosen by the students and will be included in the course.