Dorothy fork

The role of research in promoting the teaching and learning of chemistry has a shorter history than other sub-disciplines of chemistry. As a younger field, celebrating the impact of the early pioneers can best be described as emerging at this time. This brings us to the first virtual edition of the Festschrift of Magazine forChemistry class in honor of a pioneer in chemistry education and chemistry education research (CER), Professor Dorothy Gabel.

Professor Gabel studied chemistry at Rosary College in River Forest, Illinois, and received her bachelor’s degree in 1957. 1974 in science class. After graduating from Purdue, she joined the faculty of the University of Indiana School of Education, where she taught and directed CER studies until her retirement in 2003. Professor Gabel died on October 30, 2020.

As befits her appointment to a School of Education, much of her academic work has been centered around teacher training, where her research found that students could provide memorized answers for many aspects of chemistry without fundamentally knowing how or why the answers they received were correct. This observation was especially true when considering the particle nature of matter and the behavior of atoms and molecules. Her work with this type of observational assessment of student learning helped establish the field of chemistry didactics research.

Another important aspect of their efforts to train the educators has been building professional development efforts to support the continuous improvement of chemistry teaching and learning. The workshops and programs she developed identified opportunities for teachers to help students improve their process skills for understanding chemistry.

Looking at Professor Gabel’s many years and numerous contributions to chemistry education, it becomes clear that her work was both fundamental and influenced generations of scholars and teachers. This commemorative publication brings together articles from the magazine that highlight several topics:

  • Educational research chemistry
  • Particulate nature of matter
  • Teaching degree for student teachers
  • Training programs
  • Development of scientific process skills

We have collected articles in each category that date from Professor Gabel’s time, as well as more recent articles that build on the intellectual legacy she has built throughout her career. Welcome to the first Chemical Education Journal Festschrift in honor of Professor Dorothy Gabel.

Helped start the field of educational chemistry research

Improving Teaching and Learning through Chemistry Didactics Research: A Glimpse into the Future
Dorothy fork
Chemical Education Journal 1999 76 (4), 548
DOI: 10.1021 / ed076p548
Report of the Task Force on Chemical Education Research of the American Chemical Society Division of Chemical Education
Diane Bunce, Dorothy Gabel, J. Dudley Herron, and Loretta Jones
Chemical Education Journal 1994 71 (10), 850
DOI: 10.1021 / ed071p850
Research in chemical education – the third branch of our profession
Diane M. Bunce and William R. Robinson
Chemical Education Journaltion 1997 74 (9), 1076
DOI: 10.1021 / ed074p1076
Support the growth and impact of the chemistry education research community
Deborah G. Herrington, Ryan D. Sweeder, Patrick L. Daubenmire, Christopher F. Bauer, Stacey Lowery Bretz, Diane M. Bunce, Justin H. Carmel, Renée Cole, Brittland K. DeKorver, Resa M. Kelly, Scott E. Lewis, Maria Oliver-Hoyo, Stephanie AC Ryan, Marilyne Stains, Marcy H. Towns, and Ellen J. Yezierski
Chemical Education Journal 2019 96 (3), 393-397
DOI: 10.1021 / acs.jchemed.8b00823
Chemistry didactic research – from personal empiricism to evidence, theory and informed practice.
Melanie M. Cooper, Ryan L. Stowe.
Chemical ratings 2018,118 (12), 6053-6087
DOI: 10.1021 / acs.chemrev.8b00020
Educational chemistry research in the laboratory setting: How can research uncover what students are learning?
Mary B. Nakhleh
Chemical Education Journal 1994 71 (3), 201
DOI: 10.1021 / ed071p201

Particulate nature of matter

Use of the particle nature of matter in developing conceptual understanding
Dorothy L. Gabel
Chemical Education Journal 1993 70 (3), 193
DOI: 10.1021 / ed070p193
Understand the particle nature of matter
Dorothy L. Gabel, KV Samuel and Diana Hunn
Chemical Education Journal 1987 64 (8), 695
DOI: 10.1021 / ed064p695
Misconceptions about the particulate nature of matter. Use animation to bridge the gender gap
Ellen J. Yezierski and James P. Birk
Chemical Education Journal 2006 83 (6), 954
DOI: 10.1021 / ed083p954
To study students’ ability to translate ideas from molecular animations of the dissolution process Dis
Resa M. Kelly and Loretta L. Jones
Chemical Education Journal 2008 85 (2), 303
DOI: 10.1021 / ed085p303
Assessment of the implicit assumptions of secondary and college students about the particle nature of matter: development and validation of the structure and motion analysis of matter
Marilyne Stains, Marta Escriu-Sune, Myrna Lisseth Molina Alvarez de Santizo and Hannah Sevian
Chemical Education Journal 2011 88 (10), 1359-1365
DOI: 10.1021 / ed1002509
The development of the redox concept inventory as a measure of the students’ understanding and confidence in symbolic and particulate redox
Alexandra R. Brandriet and Stacey Lowery Bretz
Chemical Education Journal 2014 91 (8), 1132-1144
DOI: 10.1021 / ed500051n
The influence of the viewing order of macroscopic and particulate visualizations on the students’ particle explanations
Vickie M. Williamson, Sarah M. Lane, Travis Gilbreath, Roy Tasker, Guy Ashkenazi, Kenneth C. Williamson, and Ronald D. Macfarlane
Chemical Education Journal 2012 89 (8), 979-987
DOI: 10.1021 / ed100828x

Pre-service teacher

The power of practice: What the students learn through our lessons
Amy J. Phelps and Cherin Lee
Chemical Education Journal 2003 80 (7), 829
DOI: 10.1021 / edo8op829
Candidate Teacher as Researcher: The Value of Research in Learning Science
Janice M. Hohloch, Nathaniel Grove, and Stacey Lowery Bretz
Chemical Education Journal 2007 84 (9), 1530
DOI: 10.1021 / ed084p1530
Pennies and Eggs: An Introduction to Inquiry for Teachers in Pre-School Education
Donald J. Wink and Jeong Hye Hwang-Choe
Chemical Education Journal 2008 85 (3), 396-398
DOI: 10.1021 / ed085p396
The first year student teachers’ beliefs about student and teacher centering: parallels and differences between chemistry and other areas of science teaching
Silvija Markic and Ingo Eilks
Chemical Education Journal 2010 87 (3), 335-339
DOI: 10.1021 / ed8000864
Investigation of the information literacy needs and values ​​of chemistry teachers in high schools
Marci Zane and Valerie Karvey Tucci
Chemical Education Journal 2016 93 (3), 406-412
DOI: 10.1021 / acs.jchemed.5b00450
What prospective chemistry teachers know about chemistry: An analysis of the performance of the subject chemistry examination category in practice
Lisa Shah, Jeremy Schneider, Rebekah Fallin, Kimberly Linenberger Cortes, Herman E. Ray, and Gregory T. Rushton
Chemical Education Journal 2018 95 (11), 1912-1921
DOI: 10.1021 / acs.jchemed.8b00365

Professional development

No teacher is an island: bridging the gap between teachers’ professional practice and research results
Deborah Herrington and Patrick L. Daubenmire
Chemical Education Journal 2016 93 (8), 1371-1376
DOI: 10.1021 / acs.jchemed.5b00700
Chemistry teacher isolation, contextual characteristics, and student performance
Linda Padwa, Angela M. Kelly and Keith Sheppard
Chemical Education Journal 2019 96 (11), 2383-2392
DOI: 10.1021 / acs.jchemed.9b00392
Applying Next Generation Science Standards to Current Chemistry Classrooms: How Lessons Perform And How To Respond To It
Natalia M. Kellamis and Ellen J. Yezierski
Chemical Education Journal 2019 96 (7), 1308-1317
DOI: 10.1021 / acs.jchemed.8b00840
Realignment of the expected results for chemistry classes at secondary and secondary level
Sarah B. Boesdorfer and Dawn I. Del Carlo
Chemical Education Journal 2020 97 (11), 3919-3922
DOI: 10.1021 / acs.jchemed.0c00689

Scientific process skills

Chemistry for the gifted in the intermediate level
Dorothy fork
Chemical Education Journal 1985 62 (8), 702
DOI: 10.1021 / ed062p702
Effect of cooperative problem-based laboratory teaching on metacognition and problem-solving skills
Santiago Sandi-Urena, Melanie Cooper and Ron Stevens
Chemical Education Journal 2012 89 (6), 700-706
DOI: 10.1021 / ed1011844
Positive effects of POGIL in organic chemistry
Sara M. Hein
Chemical Education Journal 2012 89 (7), 860-864
DOI: 10.1021 / ed100217v
Implement process-oriented, research-based learning for the first time: adjustments and short-term effects on student attitudes and performance
Anthony Chase, Deblina Pakhira and Marilyne Stains
Chemical Education Journal 2013 90 (4), 409-416
DOI: 10.1021 / ed300181t
Developing student process skills in a general chemistry laboratory
Gil Reynders, Erica Suh, Renée S. Cole, and Rebecca L. Sansom
Chemical Education Journal 2019 96 (10), 2109-2119
DOI: 10.1021 / acs.jchemed.9b00441
An overview of research on process-oriented guided learning: implications for research and practice
Jon-Marc G. Rodriguez, Kevin H. Hunter, Leah J. Scharlott, and Nicole M. Becker
Chemical Education Journal 2020 97 (10), 3506-3520
DOI: 10.1021 / acs.jchemed.0c00355


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