Editor
Diane M. Bunce
Department of Chemistry
Catholic University
Washington, DC 20064
Phone: 202-319-5390; FAX: 202-319-5381
Email: Bunce@aol.com
We are all chemical educators whether we teach in college or high school classrooms, direct undergraduate labs, serve as teaching assistants or tutors, or develop curricula. Some chemical educators also conduct chemical education research in either their own classrooms or other settings. This feature aims to provide reliable and valid reports of chemical education research that address how students learn, the factors affecting learning, and the methods for evaluating that learning. The results reported should be understandable to practicing chemistry teachers and directly applicable to the teaching/learning process. These studies should include the hallmarks of good research as outlined in the ACS Task Force Report on Chemical Education Research: the research must be theory based; the questions asked should be relevant to chemical educators and able to be tested through the experimental design proposed; the data collected must be verifiable; and the results must be generalizable. This feature will also illustrate or summarize different aspects of chemical education research and provide insights for those who would like to participate in such research.
Chemical education research papers should follow the
Guide to Submissions, be sent to the Journal
office (not the feature editor), and be prominently labeled "Chemical Education Research".
