journal: Chemistry Teacher International

Impact Factor: 1.6

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Chemistry Teacher International

Best Practices in Chemistry Education

Editor-in-Chief: Mustafa Sözbilir

Language: English

First published: June 20, 2019

Publication Frequency: 4 issues per year

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About this journal

Aims and Scope

Chemistry Teacher International (CTI) is a peer-reviewed open-access journal published by the Committee on Chemistry Education of IUPAC and supported by the Division of Chemistry Education of EuChemS. The journal aims to be a platform for teachers of all levels and focuses on research in chemistry education.

The objectives of the journal are:

Bridging the gap between research and education
Creating a platform for all IUPAC activities in the field of education
Building an international journal not linked to a specific area or nation

Audience: Teachers and students of all fields of chemistry, as well as researchers in chemistry education.

IUPAC and De Gruyter

In addition to Chemistry Teacher International, De Gruyter is proud to partner with IUPAC in the publication of the society's flagship monthly journal, Pure and Applied Chemistry, as well as the society's quarterly newsmagazine, Chemistry International. You may also be interested in the IUPAC Standards Database. Links to all of the IUPAC Content available on De Gruyter Online can be found at the IUPAC & De Gruyter Home Page alongside special content, such as themed Virtual Issues of content drawn from across journals and volume years.

Open Access
Implementation of socio-scientific issue learning to promote chemical literacy as a strategy to achieve chemistry competency

September 3, 2025

Ani Sutiani, Manihar Situmorang, Iis Siti Jahro, Jamalum Purba, Ratu Evina Dibyantini

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Chemical literacy as a scientist’s life skill needs to be promoted through teaching and learning activities. This study aims to implement socio-scientific issue (SSI)-based learning to improve chemical literacy skills as a strategy to achieve chemistry competency. The study involved undergraduate students, grouped as SSI versus Direct instruction (DI). The study included designing the SSI model and supporting learning tools, standardization and implementation for teaching Reaction Rate. Teaching using SSI facilitates students to learn chemistry systematically through chemical literacy steps. The SSI model is effective in building chemical literacy in the categories of nominal literacy, functional literacy, conceptual literacy and multidimensional literacy. Chemical literacy based on the assessment of chemistry assignment products is classified as very good. Chemistry learning outcomes in the SSI group are higher than the learning outcomes in the DI group. The magnitude of the normalized gain confirms the effectiveness of the SSI model in improving chemistry learning outcomes. The coefficient of determination ensures a positive correlation between chemical literacy and improving chemistry learning outcomes. The SSI model is interesting and challenging for chemistry teaching, relevant to learner characteristics, and contributes positively to improving chemistry learning outcomes as a strategy to achieve chemistry competency.
Open Access
A role-playing tabletop game on laboratory techniques and chemical reactivity: a game-based learning approach to organic chemistry education

August 20, 2025

Carina I. C. Crucho, Mário J. S. Gomes, João Avó

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The teaching laboratory is central to chemistry education, but student engagement has declined in recent years. Game-based learning (GBL) offers a promising strategy to increase motivation and interactivity. Here, we present the design and assessment of a tabletop, narrative-driven GBL intervention for the organic chemistry lab, focused on the “Identification of an Unknown” challenge. Students used in-game currency, earned by solving chemistry problems and completing laboratory tasks, to acquire analytical data (infrared spectra, elemental analysis) and perform wet chemistry tests. The game fostered collaboration, problem-solving, and integration of theoretical and practical skills. To evaluate impact, we compared performance in the GBL year ( n = 126) to the two prior years, analyzing grades, effect sizes (Cohen’s d), and variance. The practical mean grade increased by 0.56 points ( p = 0.02, d = 0.32); the theoretical mean by 0.37 ( p = 0.045, d = 0.31). Surveys (46 % response) indicated perceived gains in motivation and understanding, though some students found resource management challenging. Both quantitative and qualitative data support GBL’s potential to enhance engagement and learning in organic chemistry labs and other STEM courses.
Open Access
Development of chemistry teachers’ sense of ownership through leadership-oriented continuous professional development courses

July 28, 2025

Avi Hofstein, Rachel Mamlok-Naaman

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The paper examines the importance of involving chemistry teachers in continuous professional development programs that also include development of learning materials in chemistry. Chemistry teachers who were involved in a long-term and intensive continuous professional development program conducted in the framework of the Israeli Chemistry Teacher Center developed the ability to become leading teachers. Furthermore, these teachers developed a sense of ownership toward the chemistry curriculum and its related pedagogies (instructional techniques).
Open Access
Enhancing chemistry understanding and attitudes through an outreach education program on circular plastic economy: a case study with Thai twelfth-grade students

July 11, 2025

Banjong Prasongsap, Pawat Chaipidech, Niwat Srisawasdi

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This study examines the impact of an outreach education in chemistry for circular plastic solutions (OEC-Circle) program on enhancing Thai 12th-grade students’ understanding of plastic-related chemistry and fostering positive learning attitudes. The program integrates the circular plastic economy through inquiry-based learning, including citizen inquiry and guided inquiry activities. The curriculum consists of three modules: Plastic Smart City, circular plastic economy, and sustainable polymer, blending lecture, demonstration, laboratory, and field experiences. A total of 32 students participated, and their learning outcomes were assessed using a pre- and post-test, along with a learning attitude about chemistry survey (CLASS-Chem). Results indicated a significant improvement in students’ understanding of topics like sustainable polymers and waste management, with a large effect size in the post-test. The CLASS-Chem survey also showed a positive shift in students’ attitudes, including increased interest, confidence, and an understanding of the real-world relevance of chemistry. These findings suggest that the program was effective in both improving students’ chemistry knowledge and fostering a deeper engagement with sustainability issues. The study highlights the potential of combining inquiry-driven learning with sustainability themes to enhance students’ attitudes toward chemistry and prepare them to address real-world challenges, particularly those related to plastic waste and sustainability.
Open Access
Project-based learning with STEM to promote higher order thinking skills as a strategy to improve high school chemistry learning outcomes

July 10, 2025

Vera Roni Setiawan, Manihar Situmorang, Ramlan Silaban

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Thinking skills as a cognitive process are life skills needed by students in academic activities. This study aims to implement the Project-Based Learning integrated with Science, Technology, Engineering and Mathematics (PjBL-STEM) to build Higher Order Thinking Skills (HOTS) as a strategy to improve high school chemistry learning outcomes. The study was conducted involving 228 grade 11 high school students that were grouped into experimental and control classes. The research included the development and standardization of the PjBL-STEM model, followed by trials in a school and implementation in several schools. The PjBL-STEM model equipped with innovative learning resources was developed according to the characteristics and learning development of high school students. The implementation of the model includes a pretest, followed by teaching using the developed model versus conventional teaching, and posttests. The PjBL-STEM model effectively facilitates students’ active learning in completing project assignments. The HOTS score achieved from subjective assessment of project products from model implementation ( M = 84.03 ± 4.68) is relatively high. Student learning outcomes in the experimental group ( M = 84.92 ± 4.95) were higher than those in the control group ( M = 70.36 ± 5.62). The average normalized gain in the experimental class (NG = 0.81) is very large, confirming that the PjBL-STEM model is very effective in improving chemistry learning outcomes. Correlation analysis proves that HOTS achievement is positively correlated with increasing chemistry learning outcomes ( r = 0.91–0.94). The PjBL-STEM model is relatively new to SHS chemistry teaching and is suitable to facilitate students learning holistically in achieving learning outcomes.
Open Access
Non-formal chemistry learning: a scoping review

July 7, 2025

Megan J. D’Alton, Patrick I. T. Thomson, Fraser J. Scott

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Non-Formal learning environments are crucial in science education, yet chemistry remains an underrepresented discipline. This scoping review examines non-formal chemistry learning literature from the past decade. A systematic search and triage process yielded 34 relevant studies. Quantitative analysis revealed that non-formal chemistry activities predominantly take the form of workshops, and tabletop experiments, valued for their hands-on engagement. Science shows, while less interactive, also feature prominently due to their broad appeal. Conversely, exhibits, fairs, TV and YouTube are less documented, likely reflecting resource constraints and implementation challenges. Evaluation practices varied, often emphasizing content knowledge rather than broader goals such as fostering interest or positive attitudes toward chemistry. Two key themes were constructed from our analysis of the literature. Firstly, underrepresented groups – such as individuals from low socio-economic backgrounds or with disabilities – face significant barriers to participation. Secondly, there is a cyclic relationship between affective-motivational factors, such as enjoyment, interest, attitude and motivation, and engagement with non-formal chemistry learning. This highlights the need for non-formal learning activities to effectively reach individuals with low initial interest, particularly from underrepresented demographics. This scoping review calls for more robust, inclusive, and comprehensive research to address existing gaps and maximize the impact of non-formal chemistry learning.
Open Access
Predominant strategies for integrating digital technologies in the training of future chemistry and biology teachers

July 7, 2025

Adriana Tafrova-Grigorova, Milena Kirova, Elena Boiadjieva, Nadezhda Raycheva

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Integrating digital technologies (DT) in education has become a key factor in enhancing student learning outcomes, particularly in science education. This study investigates the predominant strategies employed in the university training of future chemistry and biology teachers to develop their digital competencies for classroom application. Using the Synthesize Qualitative Data (SQD) model, the research examines six key strategies: role model, reflection, instructional design, peer collaboration, authentic technology experiences, and continuous feedback. A triangulated methodology including surveys, interviews, and classroom observations was applied to assess university educators’ approaches and their alignment with actual teaching practices at Sofia University St. Kliment Ohridski, the largest Bulgarian teacher training institution. The findings reveal that the role model and feedback emerge as the most widely employed strategies, while authentic technology experiences remain underutilized, likely due to the insufficient number of hours allocated for pre-graduation practice and internships, where future teachers could apply DT in real (authentic) school settings. The study highlights the need for curricular adaptations to enhance the digital competencies of future science teachers, ensuring they are equipped to integrate DT effectively into the school environment. The results provide a foundation for improving teacher education programmes and aligning pedagogical activities and practices with current technological advancements.
Open Access
Process oriented guided inquiry learning: a possible solution to improve high school students’ conceptual understanding of electrochemistry and attitude

June 18, 2025

Andargie Belete Zemene, Ayalew Temesgen Eticha, Deribachew Bekana

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The study aimed at evaluating the effect of using process-oriented guided inquiry learning (POGIL) approach on grade 12 students’ conceptual understanding and achievement in electrochemistry, and assessing students’ attitudes towards the approach. For the purpose a quasi-experimental research approach with a treatment group (TG) and a control group (CG) was employed. The TG students were taught by the POGIL approach while CG students were taught by the lecture method. The data were collected using pretest, posttest, observation, questionnaires, and interviews. Moreover, Cohen’s effect size test was used to evaluate the effect size between the two groups or the magnitude of the intervention. The collected data were analyzed qualitatively and quantitatively. The result of the pretest revealed that no significant difference ( p > 0.05) observed between the two groups while a significant difference ( p < 0.05) was observed on the posttest. The TG students’ achievement was significantly improved compared to the CG students. The effect size results indicated that small and large effect sizes were observed in pre- and posttests respectively. In general, the study revealed the effectiveness of POGIL in improving students’ conceptual understanding of electrochemistry rather than the lecture method and students have a positive attitude towards the approach.
Open Access
Scaffolding self-regulated problem solving: the influence of content-independent metacognitive prompts on students’ general problem-solving skills

June 11, 2025

Leonie Jasper, Insa Melle

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The ability to solve problems is considered a key competence in today’s society. However, solving domain-specific problems, such as those in chemistry, places high demands on students. Effective problem solving requires metacognitive strategies and their corresponding ‘cold’ executive functions, namely working memory and cognitive flexibility, which many students struggle with. To support students, we developed a web-based tool, ChemApro , designed to scaffold problem-solving processes by providing content-independent metacognitive prompts. The tool was used over several weeks in seven schools with N = 153 participating students ( M age = 15.63, SD = 0.79) in grades 10 and 11. Among other things, the study focuses on ChemApro ’s effect on students’ general problem-solving skills, and on how students perceive the tool in terms of its attractiveness and usability. In line with the study results, the use of ChemApro was descriptively associated with greater improvements in the treatment group’s problem-solving skills compared to the corresponding baseline, particularly among those students with a lower cognitive level. However, the mixed ANOVA did not reveal significant interaction effects between group and time, although trends in the low cognitive level group approached significance. Additionally, students rated the tool’s attractiveness and usability as moderate.
Open Access
Synthesis of valproic acid for medicinal chemistry practical classes

May 28, 2025

Oldřich Farsa

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Medicinal (or also Pharmaceutical) Chemistry practical classes are intended to familiarize students who have already passed Inorganic and Organic Chemistry Courses in the first or the second year of a Faculty of Pharmacy with real syntheses of medicines that are used in the practice. The selection of practical tasks is limited by the time reserved for each practical lesson in which at least one step of a multi-step synthesis must be done. This fact pushes us to optimize individual synthesis steps to shorten them as much as possible, but with acceptable yields. Valproic acid, 2-propylpentanoic acid, is a drug approved originally as an antiepileptic but is now used as a co-analgesic and in various neurology indications. Our synthesis comes from the classical malonate synthesis but is newly optimized to be managed during three practical lessons.
Open Access
Discussion on definition and understanding of the thermodynamic spontaneous process

April 23, 2025

Yunyun Wang, Yinhua Ma, Zhi Feng Zhang

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The spontaneous process is one of the most important concepts in thermodynamics. However, there are widespread confusions about it because of markedly different definitions in many textbooks of physical chemistry as well as its daily and nonscientific usage. To clarify the confusions, definitions of the spontaneous process in a number of widely used textbooks are reviewed and analyzed. Then, key points to correctly understand the thermodynamic spontaneous process are examined, and two modified definitions based on definitions in textbooks of physical chemistry are proposed. The recommended definition is that any closed system that is in equilibrium with its surroundings but not at equilibrium internally has the tendency to change to an equilibrium state, and this tendency of change is called the spontaneous process or the spontaneous direction. It emphasizes that the foremost precondition to define the spontaneous process is the equilibrium between the closed system and its surroundings. Accordingly, the “external influence” in several common definitions of the spontaneous process is revealed to be the energy irreversibly exchanged between the system and its surroundings, rather than energy or work in many definitions. Besides, typical criteria of the spontaneous process are discussed to reveal their necessary conditions based on proposed definitions, and some unanswered questions in textbooks of physical chemistry are resolved. The whole discussion would be helpful for chemistry lecturers and students to precisely understand the spontaneous process.
Open Access
Enhancing conceptual teaching in organic chemistry through lesson study: a TSPCK-Based approach

April 2, 2025

Bongani Prince Ndlovu, Sphesihle Winile Nsele, Hlologelo Climant Khoza

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Conceptual teaching in science education and its implications for pedagogical research have been extensively studied. Likewise, lesson study (LS) has been recognized as a powerful tool for continuous professional development and effective teaching practices. Despite the recognized importance of LS and the affordances of topic-specific PCK (TSPCK) in developing conceptual teaching, the connection between these two approaches in fostering conceptual teaching, remains under-explored within science education. This study aims to explore the development of a conceptual teaching from the dynamic interplay of TSPCK components for teaching a section of organic reactions through a TSPCK-based LS. A qualitative research approach was followed with four teachers from Umkhanyakude district in KwaZulu-Natal. These teachers participated in a TSPCK-based LS to develop a conceptual teaching strategy using Content Representation (CoRe). The findings revealed that teachers progressed from a basic to a developing level of conceptual teaching expertise through LS, as measured by TSPCK component interaction. While the findings are not generalizable, they offer valuable insights into teacher development, highlighting LS as an effective approach for enhancing conceptual teaching in science. This study concludes by recommending large-scale research exploring the role of reflection and feedback during LS in developing conceptual teaching within TSPCK interventions.
Open Access
A molecular motion-based approach to entropy and application to phase transitions and colligative properties

March 27, 2025

Vincent Natalis, Bernard Leyh

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Freezing point depression and boiling point elevation are colligative properties that are taught in many undergraduate science curricula, often by a discussion of the change in chemical potential of the solution, or by referring to interactions between solute and solvent molecules, which evades the major entropy-driven effect. In this teaching proposal, we suggest introducing thermodynamics by a simplified and visual statistical method based on Maxwell-Boltzmann distribution plots that can be related to entropy. This approach allows for an entropy-based explanation of phase transition temperatures, freezing point depression and boiling point elevation. It focuses on showing that these colligative properties, in the limit of ideal systems, are caused exclusively by the increased number of microstates of the solution compared to the pure solvent. The disorder metaphor, which is often used to make the entropy concept more concrete, may be useful to discuss some aspects of this phenomenon. The statistical approach, however, is a more rigorous way to explain the links between molecular motion, entropy, and colligative properties.
Open Access
Interrelationship of differential changes of thermodynamic potentials in a system in which a reaction takes place intending to obtain useful work in isentropic conditions–lectures adapted to sensing learners

March 24, 2025

Mihalj Poša

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The educational content of physical chemistry can be a burden for students who are classified as sensing learners (SL). Therefore, for SL, the lecturer must adapt the educational material reflected in standardizing certain procedures (for example, performing and proving similar expressions–differential changes of thermodynamic potentials) and visualization of abstract concepts and expressions. Here is presented the connection of differential changes of thermodynamic potentials in isentropic conditions with useful work (in the system, there is one exothermic reaction in the quasi-static regime) and with the differential change of internal energy in an adiabatic and isochoric composite system (reactive system + corresponding reservoir) as well as with the differential change of internal energy in the isochoric composite system. When defining an isentropic process (or system), the change in entropy that is a consequence of heat exchange and the change in entropy that is a consequence of a chemical reaction is considered. Differential changes in thermodynamic potentials are also shown schematically, facilitating SL’s mastery of the material.
Open Access
Interpretation of galvanic series when teaching metal corrosion

February 18, 2025

Agnė Šulčiūtė, Algirdas Šulčius

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The article discusses the knowledge of students in metal corrosion. Usually, resistance of metals against corrosion is determined by the values of the standard electromotive force (EMF) of the metals determined versus the standard hydrogen electrode (SHE). However, the standard conditions differ from the real-world conditions under which metal corrosion occurs, so the standard EMF cannot be accepted as an absolute indication of metal`s resistance to corrosion. This difference is due to many environmental factors (e.g., temperature, pH, pressure, concentrations of hydrogen and oxygen in the environment etc.); thus, the value of metal potential is affected. Therefore, the authors have suggested using stationary (corrosion) potentials of metals and galvanic series instead of the standard EMF in the education process. In the article, the authors present a comparison of metal activity series based on standard EMF and galvanic series. The advantage of the galvanic series offered to students studying corrosion is illustrated by the problematic tasks for light metals (Ti, Mg, and Al) and corrosion galvanic cells. Based on the presented values of the metal potentials in the galvanic series, students were able to correctly choose the type of metal coating, they can calculate the EMF values of the corrosion process more accurate and verify them experimentally during the laboratory session.
Open Access
Portable syringe kit demonstration of gas generating reactions for upper secondary school chemistry

December 30, 2024

Purim Jarujamrus, Sanoe Chairam, Saksri Supasorn

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The main purpose of this study is to develop a portable syringe experiment kit for easy demonstration of the chemical kinetics of H 2 , C 2 H 2, and CO 2 gas-generating reactions for upper secondary school chemistry classrooms. The main apparatus comprises two large (A and C) and one small (B) Luer-lock-tip syringes connected with a 3-way stopcock. Ignition is applied to test H 2 and C 2 H 2 gases. In contrast, the turbidity of lime water is used to test CO 2 gas. The effects of reactant species and concentrations on the reaction rates were demonstrated. The syringe kit was implemented through the 5E inquiry learning process for a group of 33 grade 11 students, leading to an improvement in their conceptual test scores on chemical reaction rates from 33.94 % to 78.03 %, with a normalized gain in the medium range (< g = 0.67>). This suggests that using the syringe kit within the 5E inquiry learning framework effectively supported students in developing a more accurate conceptual understanding of reaction rates.
Open Access
Determination of total hardness of water sample by titration using double burette method: an economical approach

October 2, 2024

Shailesh K. Dhoke

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Titration is one of the most prevalent methods practice in almost all laboratories. Worldwide every curriculum for science and engineering undergraduate students has titrations included in their laboratory sessions. However, there are few drawbacks associated with it when it comes to chemical discharge and cost due to excess consumption of titrants, titrand and related chemicals during titration. Further, the method is an exhaustive time consuming process. In present study, conventional titration method using single burette used for determination of total hardness of water has been explored in different perspective by adopting a double burette method approach. Based on a comparative laboratory study it was found that a double burette method is not only safer and faster but also relatively more economical.

Issue 0

Issue 2

The 27th IUPAC International Conference on Chemistry Education (ICCE 2024) Special Issue; Editors: Supawan Tantayanon & Taweetham Limpanuparb

Issue 1

Issue 4

Special Issue on teaching ethics and core values in chemistry education; Guest Editors: Jan Apotheker and Iwona Maciejowska

Issue 3

Issue 2

Special Issue: Effective teaching tools and methods to learn about e-waste

Chemistry and Cultural heritage

Green Chemistry

Special Issue: Polymer Science

Chemistry Teacher International publishes special and thematic issues focussed on important and emerging topics in the field of study. The journal has established a rigorous process to ensure that any special issue manuscripts follow the same high-quality standards and peer review processes as regular manuscripts. For further information on the journal’s peer review policy please see the "Instructions for Authors".

Recent Special Issues

Journal Impact Factor	1.6	2024, Journal Citation Reports (Clarivate, 2025)
5-year Journal Impact Factor	1.9	2024, Journal Citation Reports (Clarivate, 2025)
Journal Citation Indicator	0.80	2024, Journal Citation Reports (Clarivate, 2025)
CiteScore	4.1	2024, Scopus (Elsevier B.V., 2025)
SCImago Journal Rank	0.435	2024, SJR (Scimago Lab, 2025; Data Source: Scopus)
Source Normalized Impact per Paper	0.915	2024, CWTS Journal Indicators (CWTS B.V., 2025; Data Source: Scopus)

More information about journal rankings

Manuscripts
All submissions should be made online through https://mc.manuscriptcentral.com/chemistryteacher.

We have implemented new Instructions for Authors. Template for Ethical and Legal Declarations needs to be filled out by the submitting author on behalf of all others and uploaded as separate files at the time of the original submission.

Questions about submissions should be directed to Mustafa Sozbilir at sozbilir@atauni.edu.tr.

Chemistry Teacher International (CTI) focuses on publishing articles that address:

Good practice in chemistry education at all levels
Reports about development in chemistry education
Papers presented in conferences about Chemistry education such as:
- ICCE
- ECRICE
- NICE
- ACRICE
- EUROVARIETY
Reports from educational activities of the divisions and standing committees in IUPAC for publications in the field of education.

The journal aims to be a platform for articles that would otherwise only be published in a local language. The editors will be active in identifying articles in their own language that would be suitable for publication in Chemistry Teacher International.

Authors will also be actively searched for among teachers at all levels of education, writing about projects they have carried out. The journal will publish special issues containing selected articles based on papers presented at the conferences mentioned above.

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High quality peer-reviewing
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Editorial Policy & Peer Review Process
Each paper is checked for plagiarism and, if considered for publication, reviewed by at least two reviewers before publication. Chemistry Teacher International offers a broad editorial board consisting of outstanding people working in chemistry education.

Article Processing Charges (APCs)

The current APC is €750. It is possible to get a reduction on the Article Processing Charge. If your country is a member of IUPAC a reduction of 15% will be applied. We offer APC waivers to papers whose corresponding authors are based in countries classified as low-income economies by the World Bank. Corresponding authors from countries classified as lower middle-income countries are eligible for a 50% discount on the standard APC. Once your paper is accepted, the discount is automatically applied based on the author’s country of residence. For more information, please visit https://www.degruyter.com/publishing/publikationen/openaccess/open-access-artikel/apcs?lang=de or contact Open Access funding department at OAfunding@degruyter.com.

Open Access License
Articles in Chemistry Teacher International are published under the Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0). Articles appearing prior to June 2021 were published under CC BY license.

Please Note

Chemistry Teacher International follows Tier 2 of our Data Sharing Policy. Authors are encouraged to provide a data availability statement. Please refer to the Data Sharing Policy for guidance on how to write a data availability statement.

EDITOR-IN-CHIEF

Mustafa Sözbilir
Kâzım Karabekir Faculty of Education
Atatürk University
Erzurum, Türkiye
sozbilir@atauni.edu.tr

VICE-EDITOR-IN-CHIEF

Iztok Devetak
Department of Biology, Chemistry and Home Economics
Faculty of Education, University of Ljubljana
Ljubljana, Slovenia
iztok.devetak@pef.uni-lj.si

ASSOCIATE EDITORS

Editor for the Middle East
Rachel Mamlok-Namaan
Department of Science Teaching,
Weizmann Institute of Science,
Rehovot, Israel
Rachel.mamlok@weizmann.ac.il

Editors for Asia
Mei-Hung Chiu
Graduate Institute of Science Education
National Taiwan Normal University
Taipei City, Taiwan
mhchiu@ntnu.edu.tw

Fun Man Fung
Science Centre
School of Chemistry
University College Dublin
Dublin, Ireland
funman.fung@ucd.ie

Uday Maitra
Department of Organic Chemistry
Indian Institute of Science
Bangalore, India
maitra@iisc.ac.in

Editors for Europe
Jan Apotheker
Faculty of Science and Engineering
University of Groningen
Groningen, The Netherlands
j.h.apotheker@rug.nl

Iwona Maciejowska
Department of Chemistry Education
Jagiellonian University
Krakow, Poland
iwona.maciejowska@uj.edu.pl

David-Samuel Di Fuccia
Institut für Chemie
University of Kassel
Kassel, Germany
difuccia@uni-kassel.de

Editors for Africa
Marietjie Potgieter
Department of Chemistry
University of Pretoria,
Hatfield, South Africa
marietjie.potgieter@up.ac.za

Helen Drummond
School of Physical and Chemical Sciences
North-West University
South Africa
helen.drummond@nwu.ac.za

Editor for Latin America
Guillermo Santiago Sandí Ureña
School of Chemistry,
University of Costa Rica,
San Jose, Costa Rica
Guillermo.SandiUrena@ucr.ac.cr

Editor for North America
Sam Pazicni
Department of Chemistry
University of Wisconsin-Madison
Wisconsin, USA
sam.pazicni@chem.wisc.edu

Editors for Oceania
Mauro Mocerino
School of Molecular and Life Sciences
Faculty of Science and Engineering
Curtin University
Perth, Australia
m.mocerino@curtin.edu.au

Seamus Delaney
Faculty of Arts and Education
School of Education
Deakin University
Melbourne, Australia
s.delaney@deakin.edu.au

Editorial Advisory Board

Renee S. Cole – The University of Iowa, USA
Susanne Wiedmer – University of Helsinki, Finland
Odilla Finlayson – Dublin City University, Ireland
Nenad Judaš – University of Zagreb, Croatia
Klemens Koch – PHBern, Switzerland
Sevil Akaygün – Boğaziçi University, Türkiye
Antuni Wiyarsi – State University of Yogyakarta, Indonesia
Djafer Benachour – Ferhat Abbas University Setif-1, Algeria
Elizabeth Mavhunga – University of the Witwatersrand, South Africa
Jorge G. Ibanez – Universidad Iberoamericana, Mexico
Lei Wang – Beijing Normal University, China

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Journal information

Additional information

eISSN:

2569-3263

Language:

English

Publisher:

De Gruyter

Additional information

First published:

June 20, 2019

Publication Frequency:

4 issues per year

eISSN: 2569-3263

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BY-NC-ND 4.0

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