SECURING A FUTURE FOR CHEMICAL EDUCATION
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John K. GILBERT*a,
Rosária JUSTIb,
Jan H. VAN DRIELc,
Onno DE JONGd and
David F. TREAGUSTe
aThe University of Reading, Institute of Education, UK
bUniversity of Minas Gerais, Department of Chemistry, Brazil
cLeiden University, ICLON Graduate School of Education, The Netherlands
dUtrecht University, Centre for Science and Mathematics Education, The Netherlands
eCurtin University of Technology, National Key Centre for School Science and Mathematics, Australia
Abstract
The ideas of chemistry are not getting the attention they deserve in either formal or informal educational provision. It is argued that an improvement in this position requires the further development of the nature and quality of chemical education in the light of research. An established typology of research is used to show that the range of types of chemical education research that has been conducted is too narrow to support this development. There is evidence that even existing research has too little impact on the practice of chemical education. A second typology is used to discuss the range of levels and forms of impact. Finally, it is argued that education through, with, and about chemical education research is needed in the professional development of chemistry teachers, if these situations are to improve and chemical education is to face a brighter future. [Chem. Educ. Res. Pract.: 2004, 5, 5-14]