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Measuring Productivity in College-Level Chemistry Education Scholarship

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Norbert J. Pienta

Department of Chemistry, University of Iowa, Iowa City, IA 52242-1294

J. Chem. Educ., 2004, 81 (4), p 579

DOI: 10.1021/ed081p579

Publication Date (Web): April 1, 2004

Section:

History, Education, and Documentation

Abstract

The numbers of publications of faculty whose primary scholarship activity is in the area of chemical education are evaluated and compared with peers who publish primarily in scientific journals. Data concerning publications in chemical education were collected from two volumes of the ACS Directory of Graduate Research (DGR; 1997 and 1999, representing the four years 1994–8). Those individuals who declared chemical education as a research or scholarship activity publish an average of less than one chemical education paper per year. A group of chemical education scholars were surveyed and provided information about their individual circumstances that point to possible reasons for differences in publication rates. These include the availability of graduate students, a very different style or model of research, and time restrictions. The numbers of publications reflect how different chemical education is as an area of scholarship.

Keywords (Audience):

Graduate Education / Research

Keywords (Domain):

Chemical Education Research

Keywords (Feature):

Research: Science and Education

Keywords (Subject):

Learning Theories

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This article has been cited by 2 ACS Journal articles (2 most recent appear below).

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  Journal of Chemical Education2012 89 (1), 16-20
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Qualitative Research Designs in Chemistry Education Research
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  Qualitative research methodologies are uniquely suited to exploring the mechanisms of teaching and learning chemistry. This chapter examines the issue of the fit between research question and research design, as well as provides an overview of the ...
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