Progressing chemistry education research as a disciplinary field

Abstract

This article offers a viewpoint regarding the current status of chemistry education research (CER) as a scholarly field within science education, and suggests priorities for future directions of work in the field. The article begins by briefly considering what makes something a discrete field of activity, and what makes such a field ‘scientific’. This provides a basis for understanding and evaluating CER, and informs a consideration of imperatives and priorities for progressing the field. In particular, it is suggested one emphasis should be on areas of work which can be considered ‘inherent’ to CER as they arise from essential aspects of chemistry teaching and learning, and some examples of such inherent research foci (the ‘chemist’s triplet’; models in chemistry; chemical explanations) are briefly discussed.