The Chemistry Education Research and Practice GRS provides a unique forum for young doctoral and post-doctoral researchers to present their work, discuss new methods, cutting edge ideas, and pre-published data, as well as to build collaborative relationships with their peers. Experienced mentors and trainee moderators will facilitate active participation in scientific discussion to allow all attendees to be engaged participants rather than spectators.
To complement the 2023 Gordon Research Conference (GRC), the 2023 GRS theme is Discussing the Epistemological Interplay of Research Contexts, Questions, & Methodologies Across Formal and Informal Chemistry Teaching and Learning Contexts. We seek to highlight the varied research contexts studied in Chemistry Education Research (CER) and discipline-based education research (DBER) by discussing how research contexts inform research questions and methodologies, and the epistemological assumptions of what constitutes chemistry teaching and learning. The goal of this GRS is to bring these context-related ways of knowing into dialogue and begin to unpack assumptions implicit in how we conceptualize chemistry teaching and learning. Examples of diverse contexts we hope to highlight, while not all encompassing, may include research conducted inside/outside of chemistry classrooms, researcher-practitioner partnerships (e.g., partnering with K-12 educators or industry professionals), research in unique teaching/learning settings (e.g., informal science contexts or tutoring), and cross-disciplinary research (e.g., understanding chemistry content embedded in biology or physics contexts). These diverse research contexts may also include research that explores issues salient to CER beyond chemistry content, such as issues of social justice, equity, and inclusion as well as identity, interaction, and affective experiences.
You are a good candidate for the 2023 GRS if you are a graduate student, postdoctoral scholar, or comparable early career scientist who conducts, or is interested in conducting, Chemistry Education Research. All participants will submit an abstract on their research for a poster presentation. The GRS is a perfect venue for presenting work that is in the early stages that may benefit from outside perspectives and feedback.
Unique to Gordon Research Seminars, invited oral presentations are selected from submitted abstracts. While applications will be accepted and considered through April 2, application review begins in January 2023. Attendees wishing to be considered for an oral presentation should submit abstracts by our priority deadline of January 9, 2023. In considering invitations for oral presentations, GRS Chairs will prioritize submissions aligned with the theme Discussing the Epistemological Interplay of Research Contexts, Questions, and Methodologies Across Formal and Informal Chemistry Teaching and Learning Contexts, that are theory-based, novel, advance our understanding of teaching and/or learning chemistry, and include rigorous data collection and analysis methods.
The 2023 Chemistry Education Research & Practice GRS will conclude with a panel discussion with diverse CER scholars and mentors from a variety of backgrounds, identities, and institutional contexts. Attendees will have opportunities to submit questions to guide and customize panel discussions to meet their personal and professional goals.
