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dc.contributor.authorTaber, Keithen
dc.date.accessioned2019-06-25T23:30:32Z
dc.date.available2019-06-25T23:30:32Z
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/294007
dc.description.abstractThis article offers a viewpoint regarding the current status of chemistry education research (CER) as a scholarly field within science education, and suggests priorities for future directions of work in the field. The article begins by briefly considering what makes something a discrete field of activity, and what makes such a field ‘scientific’. This provides a basis for understanding and evaluating CER, and informs a consideration of imperatives and priorities for progressing the field. In particular, it is suggested one emphasis should be on areas of work which can be considered ‘inherent’ to CER as they arise from essential aspects of chemistry teaching and learning, and some examples of such inherent research foci (the ‘chemist’s triplet’; models in chemistry; chemical explanations) are briefly discussed.
dc.publisherSpringer Open
dc.rightsAttribution 4.0 International
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.titleProgressing chemistry education research as a disciplinary fielden
dc.typeArticle
prism.number5en
prism.publicationNameDisciplinary and Interdisciplinary Science Education Researcen
prism.volume1(2019)en
dc.identifier.doi10.17863/CAM.41115
dcterms.dateAccepted2019-06-11en
rioxxterms.versionofrecord10.1186/s43031-019-0011-zen
rioxxterms.versionAM
rioxxterms.licenseref.urihttp://creativecommons.org/licenses/by/4.0/en
rioxxterms.licenseref.startdate2019-06-11en
dc.contributor.orcidTaber, Keith [0000-0002-1798-331X]
dc.identifier.eissn2662-2300
rioxxterms.typeJournal Article/Reviewen
cam.issuedOnline2019-11-28en
dc.identifier.urlhttps://diser.springeropen.com/articles/10.1186/s43031-019-0011-zen
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Attribution 4.0 International
Except where otherwise noted, this item's licence is described as Attribution 4.0 International