Kahveci M (2016)
This Keynote Lecture addresses the advancement of chemistry education research (CER), emphasizing the need for cooperation between chemistry experts (Group I) and chemistry educators (Group II) to address falling student interest in science. The speaker proposes two key directions for innovative CER:
1. **Affective Domain:** Adapt **Dual-Process Theories** (explaining behavior through impulsive/reflective systems) into CER. This shifts the focus toward **affective aspects** (emotions, attitudes) and away from purely cognitive ones, leading to more "human-friendly" teaching and research practices.
2. **Educational Technology for Rich Interactivity:** Utilize cost-effective technology to create rich interactivity and self-study environments. Two emerging applications from recent undergraduate projects are proposed:
* **Learning Objects (LO):** Supports high student interaction and engagement with adaptive feedback for self-study.
* **Student Response Systems (SRS):** Supports rich in-class interaction, ideal for face-to-face instruction and developing two-tier instruments for conceptual research.
The talk highlights that both LO and SRS projects require collaboration between Group I and Group II experts, effectively merging their expertise to advance innovative chemistry education projects.
Source: Paper presented at the European Conference on Research in Chemical Education (ECRICE), Barcelona. September 7 – 10, 2016.