Looking back on ten years of Chemistry Education Research and Practice

Over the last 10 years from 2010 – 2019, Chemistry Education Research and Practice, a free-to-access journal published by the RSC (of which I am currently Editor) has published 631 articles, which have been cited 5246 times (data from Web of Science). So what has been “hot” this last decade? It seems whatever way you cut it, it was flipped learning and organic chemistry… Below I’ve cut the citation statistics a few ways – these comments are based on citations rather than judgement on the work itself.

In terms of number of citations, Keith Taber’s perspective on the chemistry triplet tops the poll, with 115 citations on Web of Science (Clarivate) and 262 on Google Scholar. In fact the top 4 hits are perspectives or reviews.

Title Authors/ Year Source Total Citations (Google Scholar) Average per Year (Google Scholar Average)  Article Type
Revisiting the chemistry triplet: drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education Taber, Keith S. / 2013 Link 115 (262) 16.43 (37.4) Perspective
Rethinking chemistry: a learning progression on chemical thinking Sevian, Hannah; Talanquer, Vicente / 2014 Link 77 (136) 12.83 (22.7) Perspective
Education for Sustainable Development (ESD) and chemistry education Burmeister, Mareike; Rauch, Franz; Eilks, Ingo / 2012 Link 75 (210) 9.38 (26.2) Perspective
Flipped learning in higher education chemistry: emerging trends and potential directions Seery, Michael K. / 2015 Link 67 (145) 13.4 (29) Review
The flipped classroom for teaching organic chemistry in small classes: is it effective? Fautch, Jessica M. /2015 Link 66 (147) 13.2 (29.4) Article
Student attitudes toward flipping the general chemistry classroom Smith, J. Dominic / 2013 Link 61 (132) 8.71 (18.9) Article
A comparative study of traditional, inquiry-based, and research-based laboratory curricula: impacts on understanding of the nature of science Russell, Cianan B.; Weaver, Gabriela C. /2011 Link 54 (97) 6 (10.8) Article
Structure and evaluation of flipped chemistry courses: organic & spectroscopy, large and small, first to third year, English and French Flynn, Alison B. / 2015 Link 53 (102) 10.6 (20.4) Article
Development and validation of the implicit information from Lewis structures instrument (IILSI): do students connect structures with properties? Cooper, Melanie M.; Underwood, Sonia M.; Hilley, Caleb Z. / 2012 Link 51 (85) 6.38 (10.6) Article
Let’s teach how we think instead of what we know Talanquer, Vicente; Pollard, John / 2010 Link 49 (101) 4.9 (10.1) Article

A fairer way of looking at citations is the average number of citations per year. This means that older papers which have had a longer time to accumulate citations are averaged out. (However this is still not fair to recent papers, which will not have had a chance to be cited at all, or will not benefit from a cumulative citation effect). However, on this cut, Weaver’s paper on nature of science in the lab (this is an excellent paper which really should be better known), Cooper’s paper on IILSI, and Talanquer’s paper on teaching how to think drop out of the top 10, and the top 10 based on average citations become (new additions with *):

Title Authors Publication Date DOI Average per Year (Google average)  Article type
Revisiting the chemistry triplet: drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education Taber, Keith S. 2013 Link 16.43 (37.4) Perspective
Flipped learning in higher education chemistry: emerging trends and potential directions Seery, Michael K. 2015 Link 13.4 (29) Review
The flipped classroom for teaching organic chemistry in small classes: is it effective? Fautch, Jessica M. 2015 Link 13.2 (29.4) Article
Rethinking chemistry: a learning progression on chemical thinking Sevian, Hannah; Talanquer, Vicente 2014 Link 12.83 (22.7) Perspective
Structure and evaluation of flipped chemistry courses: organic & spectroscopy, large and small, first to third year, English and French Flynn, Alison B. 2015 Link 10.6 (20.4) Article
Education for Sustainable Development (ESD) and chemistry education Burmeister, Mareike; Rauch, Franz; Eilks, Ingo 2012 Link 9.38 (26.3) Perspective
*Flipped classroom modules for large enrollment general chemistry courses: a low barrier approach to increase active learning and improve student grades Eichler, Jack F.; Peeples, Junelyn 2016 Link 9 (20) Article
Student attitudes toward flipping the general chemistry classroom Smith, J. Dominic 2013 Link 8.71 (18.9) Article
*How flip teaching supports undergraduate chemistry laboratory learning Teo, Tang Wee; Tan, Kim Chwee Daniel; Yan, Yaw Kai; Teo, Yong Chua; Yeo, Leck Wee 2014 Link 8 (15.8) Article
*What is a hydrogen bond? Resonance covalency in the supramolecular domain Weinhold, Frank; Klein, Roger A. 2014 Link 8 (11) Perspective

Google Scholar shows much higher number of citations, as Google draws citations from a much broader range of sources. In general, while the order of articles may differ slightly, Google and Web of Science match up well, but there are some notable exceptions – James Nyachwaya’s paper Evaluation of chemical representations in physical chemistry textbooks jumps from 152nd in the Web of Science average list to 9th most average citations in Google Scholar and Bette Davidowitz’s paper on student generated micro-diagrams jumps from 72nd to 12th.

Finally, reviews and perspectives are naturally going to attract more citations, so just considering research articles, the top 10 most average citations are below. It seems it was the decade for flipped learning and organic chemistry!

Title Authors Publication Date DOI Total Citations Average per Year
The flipped classroom for teaching organic chemistry in small classes: is it effective? Fautch, Jessica M. 2015 Link 66 13.2
Structure and evaluation of flipped chemistry courses: organic & spectroscopy, large and small, first to third year, English and French Flynn, Alison B. 2015 Link 53 10.6
Flipped classroom modules for large enrollment general chemistry courses: a low barrier approach to increase active learning and improve student grades Eichler, Jack F.; Peeples, Junelyn 2016 Link 36 9
Student attitudes toward flipping the general chemistry classroom Smith, J. Dominic 2013 Link 61 8.71
How flip teaching supports undergraduate chemistry laboratory learning Teo, Tang Wee; Tan, Kim Chwee Daniel; Yan, Yaw Kai; Teo, Yong Chua; Yeo, Leck Wee 2014 Link 48 8
Development and validation of the implicit information from Lewis structures instrument (IILSI): do students connect structures with properties? Cooper, Melanie M.; Underwood, Sonia M.; Hilley, Caleb Z. 2012 Link 51 6.38
A comparative study of traditional, inquiry-based, and research-based laboratory curricula: impacts on understanding of the nature of science Russell, Cianan B.; Weaver, Gabriela C. 2011 Link 54 6
Characterizing illusions of competence in introductory chemistry students Pazicni, Samuel; Bauer, Christopher F. 2014 Link 32 5.33
Students’ interpretations of mechanistic language in organic chemistry before learning reactions Galloway, Kelli R.; Stoyanovich, Carlee; Flynn, Alison B. 2017 Link 16 5.33
Language of mechanisms: exam analysis reveals students’ strengths, strategies, and errors when using the electron-pushing formalism (curved arrows) in new reactions Flynn, Alison B.; Featherstone, Ryan B. 2017 Link 16 5.33

 

Leave a Reply

Your email address will not be published. Required fields are marked *