Chemistry Education Research and Practice
The free to access journal for teachers, researchers and other practitioners in chemistry education.
Editor-in-Chief and Chair: Scott Lewis and Gwen Lawrie
Open Access: Hybrid

Chemistry Education Research and Practice (CERP) is the journal for teachers, researchers and other practitioners at all levels of chemistry education. It is published free of charge electronically four times a year, thanks to sponsorship by the Royal Society of Chemistry's Education Division.
ISSN: 1756-1108
Indexed in: Scopus, Web of Science
Journal Impact factor
3.2 (2024)
First decision time (all)
14 days
First decision time (peer reviewed)
33 days
Scope
Chemistry Education Research and Practice (CERP) coverage includes the following:
- Research, and reviews of research, in chemistry education
- Evaluations of effective innovative practice in the teaching of chemist
- In-depth analyses of issues of direct relevance to chemistry education
The objectives of the journal:
- To provide researchers with the means to publish their work in full in a journal exclusively dedicated to chemistry education
- To offer teachers of chemistry at all levels a place where they can share effective ideas and methods for the teaching and learning of chemistry
- To bridge the gap between the two groups so that researchers will have their results seen by those who could benefit from using them, and practitioners will gain from encountering the ideas and results of those who have made a particular study of the learning process
Guidance on the nature of acceptable contributions can be found here
Readership
Chemical education researchers and teachers of chemistry in universities and schools.
Information for authors
Want to publish in this journal? Our author guidelines explain how to prepare and submit your article and provide useful information on the review and publication process including transfers, revisions and any article processing charges (APCs) that may apply.
You can read our payments and funding information for further details about APCs, which may apply for publishing open access in this journal, as well available discounts and waivers.
You may be able to publish open access in this journal, with no APC to pay, if your institution has an open access agreement with us. You can use our journal finder tool to check for agreements between us and your institution.
Meet the team









Melanie Cooper
Michigan State University
Iztok Devetak
University of Ljubljana
Rachel Mamlok-Naaman
The Weizmann Institute of Science
MaryKay Orgill
University of Nevada
George Papageorgiou
Democritus University of Thrace
Michael K. Seery
University of Bristol
Keith Taber
University of Cambridge
Daniel Tan
Nanyang Technological University
David F Treagust
Curtin University
Georgios Tsaparlis
Founding Editor
Mihye Won
Monash University
Lisa Clatworthy
Managing Editor
Helen Saxton
Editorial Manager
Jason Woolford
Associate Editorial Manager
Kirstine Anderson
Publishing Editor
Matthew Bown
Publishing Editor
Laura Cooper
Publishing Editor
Hannah Fielding
Publishing Editor
Claire Harding
Publishing Editor
Alan Holder
Publishing Editor
Sarah McKnight
Publishing Editor
Rosie Rothwell
Publishing Editor
Laura Smith
Publishing Editor
Becky Webb
Publishing Editor
Natalie Ford
Publishing Assistant
Read this journal
Paper
What beliefs do chemistry teachers have about instructional explanations? An exploratory investigation
Review article
Drawing meaning from student-generated drawings: exploring chemistry teachers’ noticing
Perspective
A lack of impact of pedagogy (peer-led team learning compared with didactic instruction) on long-term student knowledge of chemical equilibrium
Paper
Resources for reasoning of chemistry concepts: multimodal molecular geometry
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