Evidence-Based Visions and Changes in Chemistry Education

Dear Colleagues,

For this Special Issue, entitled Evidence-based Visions and Changes in Chemical Education, we are inviting submissions from the chemistry education community exploring recent advances in chemical education research. There is a need for research demonstrating evidence-informed and excellent practice in the field of chemistry education to enhance the learning and teaching of chemistry on all levels, not only in schools. We are looking for authors to share their work on innovations in chemistry education and describe the effects of these innovations on learning chemistry and related practices, thus enhancing and assessing the understanding of conceptual chemistry, perceptions towards learning chemistry, and the professional development of chemistry teachers. Manuscripts may cover a number of topics, including, but not limited to: pedagogical methods, assessment of effective methods of teaching and learning, online learning, preservice professional development, preservice teacher education programs and policy, chemistry education reforms and large-scale innovations in chemistry education, inquiry-based chemistry learning and teaching, and the use of technology to teach and learn chemistry. We seek manuscripts that are evidence-based, cover a current innovative topic within the chemistry education community, and look ahead to describe visions in chemistry education.