– Theory relatedness
– Quality of research questions
– Interpretation and presentation of results
– Implications for practice
– Competency in chemistry
Eybe, H. andSchmidt, H.-J. (2001). Quality criteria and exemplary papers in chemistry education research, InternationalJournal of Science Education, 23(2), 209-225.
Notes on Quality Criteria
Research needs to be robust, rigorous, valid, reliable and recognised for peer review to attain an acceptable standard
· We need to first consult literature to determine what is known (just like synthetic projects) to determine
· What can be added to the field?
–Quality of research questions
· Then we can develop research questions that are likely to be useful to the wider community and provide us directions for investigation
· Research methods, either quantitative or qualitative if it’s more appropriate, need to provide sufficient data to answer research questions
· Chem. Ed research also needs to take ethical considerations into account and ethics approval needs to be obtained before commencing any data collection
– Interpretation and Presentation of results
· Needs to be understood by others
–Implications for practice
· Research should have a direct or indirect impact on teach and learning
· Findings from chem ed can also have an immediate impact as anything found to benefit students can be implemented straight away
–Competency in chemistry
· Not only is it important to have competence in chemistry, it is also important to be competent in education
Chemistry education can be a lot more unpredictable than synthetic projects because it deals with people. If something doesn’t work you can’t just increase the temperature and pressure, like in a synthetic project to improve yield or outcomes.
Contact Alex Yeung for more information on Quality Criteria in chemistry.