Chemistry Education Research and Practice Editors’ choice award
Celebrating an outstanding contribution to chemistry education research each quarter.
Details
| Status | Closed |
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Winners
Undergraduate chemistry students’ sensemaking in a laboratory setting: the interplay of knowledge gaps and epistemic emotions
By Zubeyde Demet Kirbulut Gunes, Nurcan Turan-Oluk, Sinem Gencer, Hakkı Kadayıfçı, Burcu Işık, Halil Tümay, Funda Ekici, Sevinç Nihal Yeşiloğlu and Dilay Dincdemir
This paper represents an outstanding contribution to chemistry education research by combining a strong theoretical framework with a rich empirical investigation of students’ laboratory learning and their sense-making processes. The study offers novel insights into how knowledge gaps and epistemic emotions interact during sensemaking in laboratory settings, addressing a topic of broad relevance to CERP.
The Selection process
Find out more about the assessment process.
Chemistry Education Research and Practice (CERP) Editor's choice winners are selected from every research paper submitted in the quarter.
Papers are nominated by the editors for Chemistry Education Research and Practice and voted on by the Chemistry Education Research and Practice (CERP) editorial team.
About Chemistry Education Research and Practice
Chemistry Education Research and Practice (CERP) is the journal for teachers, researchers and other practitioners at all levels of chemistry education. It is published diamond open access free of charge four times a year.