SECURING A FUTURE FOR CHEMICAL EDUCATION

Abstract

The ideas of chemistry are not getting the attention they deserve in either formal or informal educational provision. It is argued that an improvement in this position requires the further development of the nature and quality of chemical education in the light of research. An established typology of research is used to show that the range of types of chemical education research that has been conducted is too narrow to support this development. There is evidence that even existing research has too little impact on the practice of chemical education. A second typology is used to discuss the range of levels and forms of impact. Finally, it is argued that education through, with, and about chem..