Project Details The Chemistry Teacher International

Project No.:
2016-002-4-050
Start Date:
17 November 2017
End Date:
09 December 2019
Division Name:
Committee on Chemistry Education
Division No.:
050

Objective

To launch, with De Gruyter support, an open access journal called ‘The Chemistry Teacher International’. The online journal will be peer reviewed and focusing on good practices. The target group will be teachers in secondary education as well educational researchers. The Committee on Chemistry Education (CCE) expects about 24 articles per year from different sources and in part from selected proceedings of the International Conference on Chemical Education which the Committee organizes every two years.

 

Description

In 2012 Marcy Towns and Adam Kraft (Towns & Kraft, 2012; doi.org/10.1021/ed100929g) published an article in which they identified a number of journals focusing on chemistry and science education. They found 7 chemistry education journals, and 15 science education journals. After a survey among chemistry education researchers another 13 were mentioned. All these journals are focused on education research and not on good practices. The only two journals in this list that sometimes also publish some good practice articles are SSR (School Science Review (UK)) and JCE (Journal of Chemical Education (USA)). A journal like NSTA’s ‘The Science Teacher’ was not mentioned, which does contain mainly USA articles about good practices.

In 2016 Keith Taber (Taber, 2016) wrote an editorial in Chemistry Education Research and Practice, titled “What is wrong with ‘practice’ papers” (doi.org/10.1039/C6RP90009G). In the article he argues why a number of types of practice papers are not published in CERP. More specifically, he explains and argues what chemistry education research is what it is not. He goes on to explain why good practice papers should not be published in CERP. Basically, the idea is that good practices even when evaluated properly do not add to the scientific knowledge and educational knowledge as such. Actually, the task group does agree with the fact that good practices are not chemistry education research. In some cases they might be, but not as a general rule. That does not mean that publications on good practices are not important. Reports about good practices can play an important role in improving education. An article about a way in which a flipped classroom was used, that also tries to explain why this worked in that particular situation, may inspire another teacher to try something similar in his or her own situation.

The journals mentioned in Towns & Kraft, 2012 above are all journals that focus mainly on chemistry education research or more broadly on science education research. As far as we can tell there are two journals that publish good practice articles about chemistry education, the Journal of Chemical Education (ISSN: 0021-9584&1938-1328) and the World Journal of Chemical Education (ISSN: 2375-1655&1657). Both however focus mainly on experiments in higher education. There are hardly any publications about secondary education.

Journals focusing on secondary education are journals like ‘The Science Teacher’ published by NSTA, Education in Science and School Science Review, published by the ASE in the UK. ‘Chemie &Schule, published in Austria, Chemkon, published in Germany, NVOX, published in the Netherlands, ‘La chimica nella scuola’ published in Italy. However, these are all national journals, published in the national language. There is no international journal as such.

The Journal ‘The Chemistry Teacher International’ will publish articles focused on:

  • good practice in chemistry education at all levels
  • reports about development in chemistry education
  • papers presented in conferences about chemistry education such as ICCE, ECRICE, NICE, ACRICE, EUROVARIETY
  • reports from educational activities of IUPAC Divisions and Standing Committees.

The journal aims to be a platform for articles that would otherwise only published in a local language. The editors will be active in identifying articles in their own language that would be suitable for publication in ‘The Chemistry Teacher International’. Authors will also be actively searched among teachers in all levels of education about projects they have carried out. The journal will publish special issues containing selected articles based on papers presented at the conferences mentioned above. All articles will be reviewed by at least two reviewers before publication. ‘The Chemistry Teacher International’ offers a broad editorial board consisting of outstanding people working in chemistry education. Articles should have a length of maximal 5000 words, excluding bibliography and tables.

Management structure for the first two years:
Jan Apotheker will function as executive editor, together with Iwona Maciejowska of Division of Chemical Education of EuCheMS. De Gruyter will provide the platform for reviewing; they will also provide technical copy editing, a XML-based proofing. De Gruyter will publish each article online via their publishing platform, de Gruyter online. Each article will be assigned a DOI and allow the publication of supplementary material. An author instruction as well as an article template will be developed.

Progress

The first issue is planned for June 2018. The journal will be presented both at the ICCE in July and the ECRICE in September in Warsaw.

CTI is published in partnership with De Gruyter and the online version is available on the publisher’s website at degruyter.com/view/j/cti.

See News release of 28 Mar 2018 and announcement published in CI Apr 2018, p. 38 <https://doi.org/10.1515/ci-2018-0217>

Dec 2019 update – The first issue of Chemistry Teacher International has been published in July 2019, may be as an unexpected 100 anniversary present for IUPAC! Planned a few years ago, the project has taken a bit longer than expected to get the first issue out, and the second issue will be published in February 2020. For this open access journal project, the Committee on Chemistry Education of IUPAC is cooperating with the Division of Chemical Education of EuChemS, and working together with De Gruyter. Open access is an important factor. It means that teachers in schools are also able to access the articles. No expensive subscription rate is needed to read, print, and use the articles. Publication cost low are kept low and articles are published for 0 while IUPAC and De Gruyter are funding the journal for the first two years.

The first ten articles give a broad overview of projects in teaching chemistry. One group of articles deals with mathematical problems that students face when working in chemistry. These have been presented online during a discussion of the ACS CHED Committee on Computers in Chemical Education in Spring 2018 <https://confchem.ccce.divched.org/2018SpringCCCENL>.

The second issue of CTI contains a selection of papers presented of the 14th European Conference on Research in Chemical Education (ECRICE 2018) held in Warsaw, Poland on 2-6 September 2018 and organized by the Faculty of Chemistry of the University of Warsaw and the Division of Chemical Education of EuChemS. Sponsored by ECRIRE, the issue was compiled in cooperation with the conference organizer and guest editor Krzysztof Miecznikowski.

With the publication of the first volume, a milestone has been reached. It is now important that the continuity of Chemistry Teacher International is insured. In order to do that, regional editors in different parts of the world can help in obtaining new articles for the journal, sharing good practices from all parts of the world. In 2019, major events pertinent to chemistry education were successfully held: 8th International Conference for Network for Inter-Asian Chemistry Educators (NICE, https://www.8thnice.org/), the 8th European Variety in University Chemistry Education (Eurovariety, https://www.monash.edu/eurovariety-2019), and the African Conference on Research in Chemistry Education (ACRICE, http://chemsociety.org.ng/acricecsnconference/). These conferences should be sources for articles for Chemistry Teacher International.

In 2020, a special issue on polymer chemistry will be published in September 2020, celebrating the centenary of polymer science marked this year by Staudinger’s landmark paper published in 1920 “Über Polymerisation” (Ber. Dtsch. Chem. Ges. 53(6): 1073-1085; https://doi.org/10.1002/cber.19200530627)

2020 is also the year for the main biennial International Conference on Chemistry Education ICCE 2020 which will take place in Cape Town, South Africa, 13-17 July. Inspired by the vision of Nelson Mandela who said: “Education is the most powerful weapon which you can use to change the world”, the event will seed a CTI issue to be released early 2021.

https://www.degruyter.com/view/j/cti

Page last updated 9 Dec 2019