The journal has three objectives.
First to provide researchers a means to publish high quality, fully peer reviewed, educational research reports in the special domain of chemistry education. The studies reported should have all features of scholarship in chemistry education, that is they must be:
- original and previously unpublished
- theory based
- supported by empirical data
- of generalisable character.
The last requirement means that the studies should have an interest for and an impact on the global practice of chemistry, and not be simply of a regional character. Contributions must include a review of the research literature relevant to the topic, and state clearly the way(s) the study contributes to our knowledge base. Last but not least, they should conclude with implications for other research and/or the practice of chemistry teaching.
Second to offer practitioners (teachers of chemistry at all levels) a place where they can share effective ideas and methods for the teaching and learning of chemistry and issues related to these, including assessment.
The emphasis is on effectiveness, the demonstration that the approach described is successful, possibly more so than the alternatives. Contributions are particularly welcome if the subject matter can be applied widely and is concerned with encouraging active, independent or cooperative learning.
Of special interest are methods that increase student motivation for learning, and those that help them to become effective exploiters of their chemical knowledge and understanding. It is highly desirable that such contributions should be demonstrably based, wherever possible, on established educational theory and results.
Third to help to bridge the gap between educational researchers and practitioners by providing a single platform where both groups can publish high-quality papers with the realistic hope that researchers will find their results seen by those who could benefit from using them.
Also, practitioners will gain from encountering the ideas and results of those who have made a particular study of the learning process in finding better ways to improve their teaching and the learning experience of their students.
Articles should be submitted using ScholarOne, the Royal Society of Chemistry's article review and submission system. A printed copy of the manuscript will not be required. Your submission will be acknowledged as soon as possible.
Exceptions to normal Royal Society of Chemistry policy
Submissions to Chemistry Education Research and Practice do not require a table of contents entry.
Submissions to the journal should use Harvard referencing.
Citations in the text should therefore be made by use of the surname of the author(s) and the year of the publication, at the appropriate place. Note that with one or two authors the name(s) are given, while if the source has three or more authors, it is cited with the first named author as 'Author et al.'
When more than one source is cited in the text, they should be listed in chronological and then alphabetical order for example, '(Jones, 2001; Smith, 2001; Adams, 2006)'. The references themselves are given at the end of the final printed text, in alphabetical and, if the same author is cited more than once, chronological order.
An example of a journal article reference as it would be presented is Taber K. S., (2015), Advancing chemistry education as a field, Chem. Educ. Res. Pract., 16(1), 6–8.