Improving Teaching and Learning through Chemistry Education Research: A Look to the Future
The complexity of chemistry has implications for the teaching of chemistry today. That chemistry is a very complex subject is shown from the research on problem solving and misconceptions that has dominated the field during the past 15 years. New programs, particularly those supported with NSF funding, that are based on making chemistry relevant through problem solving and collaborative learning hold promise for reforming chemistry education.
 THE LABORATORY IN CHEMISTRY EDUCATION: THIRTY YEARS OF EXPERIENCE WITH DEVELOPMENTS, IMPLEMENTATION, AND RESEARCH
Since the 1970s’, the author was involved in researching the laboratory work. The research focused on the various issues concerning the laboratory as a unique learning environment. Most of these studies are included in this review. They were mainly conducted at the Department of Science Teaching, The Weizmann Institute of Science, in the context of chemistry curriculum development, implementation and evaluation. The review of the research studies and its related publication is organized under the following key issues: (1) The chemistry laboratory: A unique mode of learning, instruction, and assessment. (2). Assessing students’ performance and achievement using different modes of presentation in the chemistry laboratory. (3) Students’ attitude towards and interest in school chemistry laboratory work. (4) Students’ perceptions of the laboratory classroom learning environment. [Chem. Educ. Res. Pract.: 2004, 5, 247-264]
 THE FUTURE SHAPE OF CHEMISTRY EDUCATION
Diverse forces shape the teaching and learning of chemistry at the beginning of the 21st Century. These include fundamental changes in the contours of chemistry as defined by new interfaces and research areas; changes in our understanding of how students learn, and how that applies to chemistry education; the wide-spread implementation of computer and information technologies to visualize complex scientific phenomena; and external forces, such as global concerns about energy and water resources and the environment, and the level of chemical literacy and public understanding of science. In responding to those forces, new dimensions to learning chemistry must be emphasized. Tetrahedral chemistry education is a new metaphor that emphasizes these dimensions, stressing the importance both of the human learner and the web of human connections for chemical reactions and processes. Examples of ways to build on this metaphor in five areas of the chemistry curriculum are outlined. [Chem. Educ. Res. Pract.: 2004, 5, 229-245]
 Enhancing Students’ Achievement, Interest and Retention in Chemistry through an Integrated Teaching/Learning Approach
This study concerns the effects of Concept Mapping-Guided Discovery Integrated Teaching Approach on the Learning Style and Achievement of chemistry students. The sample comprised 162 Senior Secondary School (SS 2) students drawn from two Science Schools in Nasarawa State, Nigeria which had equivalent mean scores of 9.68 and 9.49 in their pre-test. Five instruments were developed and validated while the sixth was purely adopted by the investigator for the study, Four null hypotheses were tested at α = 0.05 level of significance. Chi Square analysis showed that there was a significant shift in students’ learning style from Accommodating and Diverging to Converging and Assimilating when exposed to Concept Mapping- Guided Discovery Approach. Also t-test and ANOVA indicated that those who in experimental group achieved and retained content learnt better. Results of the Scheffe’s test for multiple comparisons showed that boys in the Experimental Group performed better than girls. It is therefore concluded that the Concept Mapping- Guided Discovery Integrated Approach be used in secondary schools to successfully teach electrochemistry. It is strongly recommended that chemistry teachers should be encouraged to adopt this method for teaching difficult concepts.
 The Effect of Homogenous and Heterogeneous Gender Pair Cooperative Learning Strategies on Students’ Achievement in Chemistry
This study determined the effect of homogenous and heterogeneous gender pairing cooperative learning strategies on students’ achievement in Chemistry at the secondary school level. Mental ability was the moderating variable and three hypotheses were tested at 0.05 level of significance. The study adopted a pretest-posttest, control group, quasi-experimental research design. A total of 300 students were randomly selected from 6 schools (2 mixed schools, 2 boys’ only schools, and 2 girls’ only school). The instruments used in the study were: Students’ Chemistry Achievement Test (SCAT), Students’ Mental Ability Test (SMAT), lesson notes on the periodic table and teachers’ instructional guides for the three treatment and control groups. The results revealed significant main effect of treatment on students’ achievement in Chemistry. The two-way interaction effect of treatment and mental ability on students’ achievement was also significant. It is concluded that when students learn Chemistry concepts like periodicity and the rate of chemical reactions through gender pairing teaching strategy, their mental abilities determine the effect of the teaching strategy on their performance.
 Gabel, D., 1999. Improving teaching and learning through chemistry education research: A look to the future. Journal of Chemical education, 76(4), p.548.
 Hofstein, A., 2004. The laboratory in chemistry education: Thirty years of experience with developments, implementation, and research. Chemistry education research and practice, 5(3), pp.247-264.
 Mahaffy, P., 2004. The future shape of chemistry education. Chemistry Education Research and Practice, 5(3), pp.229-245
 Victoria, F.F.K. and Paul, A.E., 2014. Enhancing students’ achievement, interest and retention in Chemistry through an integrated teaching/learning approach. Journal of Education, Society and Behavioural Science, pp.1653-1663.
 Adesoji, F.A., Omilani, N.A. and Nyinebi, O.M., 2015. The effect of homogenous and heterogeneous gender pair cooperative learning strategies on students’ achievement in chemistry. Journal of Education, Society and Behavioural Science, pp.1-12.