Research and Research Utilisation in Chemical Education

Transversal traits in science education research relevant for teaching and research: A meta‐interpretative study

“…We believe that other researchers may use the method developed for this study if they intend to do a meta-interpretative study in any domain of classroom teaching and learning. In addition, this study has presented additional support for an existing line of inquiry (see, e.g., Kempa, 2002;Ratcliffe et al, 2004;Tsaparlis, 2003Tsaparlis, , 2004) whose purpose is the articulation of research with practice. In addition, the transversal traits proposed herein help to build and consolidate knowledge in science education theory and practice.…”

“…Several studies have noted the reduced influence of research results on classroom practice (Costa, Marques, & Kempa, 2000;Gilbert, 2002;Kempa, 1992). As a consequence of the disconnection, many researchers set a priority to articulate research with teaching practices (e.g., Costa, 2003;UDC, 2003).…”

Bridging the educational research‐teaching practice gap

“…To enhance the above-mentioned strategies, various workers including Kempa [6] and Tanner [30] have proposed that science educational researchers and practitioners should work together in a ''purposeful partnership'' to establish the conditions necessary for research to effectively impact on educational practice. This was also supported by Viglietta [28] who recognized the need for researchers and practitioners to be brought closer together in science education.…”

“…This excellent resource offers biochemistry and molecular biology lecturers a unique opportunity to improve their teaching and learning practice and course curricula and put their practice onto a sound, and rigorously researched theoretical base [1]. Unfortunately though, with the exception of physics [2], the application of this knowledge to the teaching of chemistry [3,4] and biology [5] has been relatively limited [6,7], while disciplines such as biochemistry and molecular biology have been even more neglected [8]. This is despite the extensive efforts of colleagues across various disciplines to promote such applications of knowledge through a wide range of initiatives and publications (see below).…”

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“…When the literature related to the subject is examined, studies on the views, opinions, and attitudes of teachers and teachercandidates towards scientific research, their state of being able to follow studies, to understand the research results and to use them in the class applications are encountered (Bahtiyar & Can, 2016;Ucgun & Unal, 2015;Cakmak, Taskiran, Bulut, 2015;Cinar & Koksal, 2013;Kaya, Afacan, Polat, Urtekin, 2013;Yenilmez & Ata, 2012;Polat, 2014;Ayaydin & Kurtuldu, 2010;Ulutas, 2009;Costa, Marquez, Kempa, 2000;Cousins & Walker, 2000;Cepni & Kucuk, 2003;De Jong, 2004;Ekiz, 2006;Everton, Galton, Pell, 2000;Gilbert, De Jong, Justi, Treagust, Van Driel, 2003;Gitlin, Barlow, Burbank, Kauchak, Stevens, 1999;Greenwood & Maheadly, 2001;Kempa, 2002;Korkmaz, Sahin, Yesil, 2011b, Korkmaz at al., 2011cIsakson & Ellsworth, 1978;McIntyre, 2005;Ozturk, 2010;Shkedi, 1998;Yavuz, 2009). Besides this, there are also studies in the literature on providing research skills and research skill levels (Sahin & Altinay, 2009;Tekbiyik & Ipek, 2007); students' and teachers' scientific research proficiencies (Nartgun, Nartgun, Uluman, Akin, Celik, Cevik, Sanli, Gulozer, 2008;Tasdemir & Tasdemir, 2011); scientific research methods course (Papanastasiou & Zembylas, 2008;Kurt, Izmirli, Firat, Izmirli, 2011;Tay, Demirci-Guler, Tasdemir, 2009), on developing the scales of the attitude towards scientific research and scientific research me...…”