Gwen Lawrie (@glawrie) header
Gwen Lawrie (@glawrie) profile picture

Gwen Lawrie

@glawrie

Professor @UQ_SCMB, chemistry educator & researcher. Tweet views are my own!

 Brisbane, Queensland
Joined November 2008
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Photo by Gwen Lawrie (@glawrie)Photo by Gwen Lawrie (@glawrie)Photo by Gwen Lawrie (@glawrie)Photo by Gwen Lawrie (@glawrie)Photo by Gwen Lawrie (@glawrie)Photo by Gwen Lawrie (@glawrie)Photo by Gwen Lawrie (@glawrie)Photo by Gwen Lawrie (@glawrie)Photo by Gwen Lawrie (@glawrie)Photo by Gwen Lawrie (@glawrie)
After 3 years as Editor of @RSC_CERP , I am delighted to hand over this role to Scott Lewis in 2024 (Editorial linked below). Nicole Graulich @graulichCER shines as our new Deputy Editor plus a fresh new AE team ... a bright future for our journal! 🌞 pubs.rsc.org/en/content/arti…
How Chemistry Education Research & Practice serves chemistry education

How Chemistry Education Research & Practice serves chemistry education

This editorial coincides with my start as Editor for Chemistry Education Research and Practice (CERP). Since the purpose of CERP is to serve the chemistry

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I have learnt so much in this role and been privileged to collaborate with a great Editorial team and RSC Publishing folk! Thank you @RSC_CERP ! But no more excuses ... I now have time to catch up with the whole pile of partly written papers on my own desk ... 😄🤔
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Response to De Jong et al.’s (2023) paper “Let's talk evidence – The case for combining inquiry-based and direct instruction” - ScienceDirect sciencedirect.com/science/ar…
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Gwen Lawrie retweeted
CERP (@RSC_CERP) profile picture
CERP@RSC_CERP22 Nov 2023
While the 2024 RSC Horizon Prizes are open for nominations until 18 January ⬇️⬇️, the RSC Education Prize winners have been announced ➡️ rsc.org/prizes-funding/prize… #RSCPrizes

Prize winners

We are recognising individuals, collaborations and teams for their exceptional achievements in advancing the chemical sciences.

rsc.org
Royal Society of Chemistry (@RoySocChem) profile pictureRoyal Society of Chemistry
@RoySocChem9 Nov 2023
Horizon Prizes celebrate the most exciting contemporary chemical science happening in any sector, anywhere in the world. Help us recognise the groups, teams, and collaborations that are opening up new directions. #RSCPrizes Nominate by 18 January: rsc.li/3stM2hi
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Looks like this article just leapt to the top of my reading list!
Greg Ashman (@greg_ashman) profile pictureGreg Ashman
@greg_ashman5 Nov 2023
I WAS convinced that the evidence for active learning beating traditional lectures in higher education was sound. This article has changed my mind. link.springer.com/article/10…
How Rigorous is Active Learning Research in STEM Education? An Examination of Key Internal Validity...

How Rigorous is Active Learning Research in STEM Education? An Examination of Key Internal Validity...

Educational Psychology Review - Active learning is a popular approach to teaching and learning that has gained traction through research on STEM educational improvement. There have been numerous...

link.springer.com
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Two fabulous Australian Chemistry Educators recognised their excellence in the 2023 RACI Awards. The Fensham Medal for @RoyTasker and the Chemistry Educator of the Year Award for @alexandra_yeung ! Huge congratulations Roy and Alex! 👏🍾😃
Royal Australian Chemical Institute (@RACInational) profile pictureRoyal Australian Chemical Institute@RACInational6 Oct 2023
We're thrilled to announce the winners of the 2023 RACI National Awards!  Find out more on our Facebook page! #RACIAwards2023 #ScientificExcellence #Innovation #Congratulations @Science_Academy @IndustryGovAu @edhusicMP @ScienceChiefAu @DrCathyFoley
Image from Royal Australian Chemical Institute (@RACInational)
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Twitter function changes mean that CERP can no longer automatically tweet our freshly accepted papers! Keep checking in for these articles and remember that each issue comes out quarterly ... Issue 3 2023 is just about to land!!
CERP (@RSC_CERP) profile pictureCERP@RSC_CERP14 Jun 2023
We might no longer be automatically tweeting each new paper published, but we are still here. And to prove it, here are the most recent publications: 🧵
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Gwen Lawrie retweeted
CERP (@RSC_CERP) profile picture
CERP@RSC_CERP21 Apr 2023
The Patterns in Undergraduate Students’ and Educators’ Senses of the Ontology of the Atom and Implications for Addressing the Learning Impediments ift.tt/M0FX5oC
Patterns in undergraduate students’ and educators’ sense of the ontology of the atom and implicat...

Patterns in undergraduate students’ and educators’ sense of the ontology of the atom and implicat...

In this study, we explored undergraduate chemistry education at Kotebe University of Education (KUE) in terms of the ontological orientations, patterns and

pubs.rsc.org
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Gwen Lawrie retweeted
CERP (@RSC_CERP) profile picture
CERP@RSC_CERP28 Mar 2023
Establishing a delicate balance in the relationship between artificial intelligence and authentic assessment in student learning ift.tt/J7AxHbt
Establishing a delicate balance in the relationship between artificial intelligence and authentic...

Establishing a delicate balance in the relationship between artificial intelligence and authentic...

Across the past few decades, a gamut of technologies has emerged and been adopted as part of enabling student learning. These technologies and digital tool

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Gwen Lawrie retweeted
CERP (@RSC_CERP) profile picture
CERP@RSC_CERP31 Mar 2023
Assessor in action: assessment literacy development in a biochemistry context ift.tt/dDhls6u
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Gwen Lawrie retweeted
CERP (@RSC_CERP) profile picture
CERP@RSC_CERP13 Apr 2023
A systematic review of learning progression for the concept of matter in science education ift.tt/VO1DFJR
A systematic review of learning progressions for the concept of matter in science education

A systematic review of learning progressions for the concept of matter in science education

This study evaluated recent advances in learning progressions for the concept of matter (LPCM) and explored trends by reviewing the literature on the topic

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Gwen Lawrie retweeted
CERP (@RSC_CERP) profile picture
CERP@RSC_CERP13 Apr 2023
How chemists handle not-knowing in reasoning about a novel problem ift.tt/BFOZiHI
How chemists handle not-knowing in reasoning about a novel problem

How chemists handle not-knowing in reasoning about a novel problem

The most obvious feature of expertise in chemistry is content knowledge, which defines the primary objectives of instruction. Research in chemistry educati

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Gwen Lawrie retweeted
CERP (@RSC_CERP) profile picture
CERP@RSC_CERP13 Apr 2023
Enhancing academic performance and student success through learning analytics-based personalised feedback emails in first-year chemistry ift.tt/H2Jakds
Enhancing academic performance and student success through learning analytics-based personalised...

Enhancing academic performance and student success through learning analytics-based personalised...

Recent developments in digital technologies, including learning analytics are changing educational practices due to the wealth of information available and

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Gwen Lawrie retweeted
CERP (@RSC_CERP) profile picture
CERP@RSC_CERP10 Mar 2023
“I am here because I wanted to shine”: how poetry can be used to better understand undergraduate students’ first-year chemistry or related course experiences ift.tt/Q0Jh97o
“I am here because I wanted to shine”: how poetry can be used to better understand undergraduate...

“I am here because I wanted to shine”: how poetry can be used to better understand undergraduate...

In this study we investigate how first-year chemistry/biology undergraduate students’ original poetry can be used as a reflective tool for others to unders

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Gwen Lawrie retweeted
CERP (@RSC_CERP) profile picture
CERP@RSC_CERP22 Feb 2023
Characterizing Students’ Peer-Peer Questions: Frequency, nature, responses and learning ift.tt/JuVrSDe
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Gwen Lawrie retweeted
CERP (@RSC_CERP) profile picture
CERP@RSC_CERP21 Feb 2023
Beliefs versus resources: a tale of two models of epistemology ift.tt/ymVNwt3
Beliefs versus resources: a tale of two models of epistemology

Beliefs versus resources: a tale of two models of epistemology

Compelling evidence, from multiple levels of schooling, suggests that teachers’ knowledge and beliefs about knowledge, knowing, and learning (i.e., epistem

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Gwen Lawrie retweeted
CERP (@RSC_CERP) profile picture
CERP@RSC_CERP2 Mar 2023
Investigating the mangle of teaching oxidation–reduction with the VisChem approach: problematising symbolic traditions that undermine chemistry concept development ift.tt/A8eFuRi
Investigating the mangle of teaching oxidation–reduction with the VisChem approach: problematising...

Investigating the mangle of teaching oxidation–reduction with the VisChem approach: problematising...

Specific to the topic of oxidation–reduction (redox), teachers are obligated by the discipline to prioritise symbolic traditions such as writing equations,

pubs.rsc.org
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Gwen Lawrie retweeted
CERP (@RSC_CERP) profile picture
CERP@RSC_CERP6 Mar 2023
Metacognitive Regulation in Organic Chemistry Students: How and Why Students Use Metacognitive Strategies When Predicting Reactivity ift.tt/wtO8Sou
Metacognitive regulation in organic chemistry students: how and why students use metacognitive...

Metacognitive regulation in organic chemistry students: how and why students use metacognitive...

Problem solving is a key component of authentic scientific research and practice in organic chemistry. One factor that has been shown to have a major role

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Gwen Lawrie retweeted
CERP (@RSC_CERP) profile picture
CERP@RSC_CERP3 Mar 2023
Practices in instrument use and development in Chemistry Education Research and Practice 2010-2021 ift.tt/ELcenam
Practices in instrument use and development in chemistry education research and practice 2010–2021

Practices in instrument use and development in chemistry education research and practice 2010–2021

Assessment instruments that generate quantitative data on attributes (cognitive, affective, behavioral, etc.) of participants are commonly used in the chem

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