Резюме. A list of chosen papers on History and Philosophy of Chemistry, published in 2018 in the basic international journals in the field is presented. The modern trends in educational research in chemistry education are presented by another chosen collection of papers, published in the contemporary literature.

Ключови думи: history and philosophy; chemistry; chemistry education; bibliography

History and Philosophy of Science, and History and Philosophy of Chemistry in particular, is practically ignored in the School Chemistry. Wider inclusion of that topic in the process of teaching and learning would increase the motivation of students to learn Chemistry. We advocate for more humanistic features in teachers’ lessons in class. In the second part of this article another chosen collection of papers, published in the contemporary educational literature, is presented. With these papers one can feel the topics in the modern science of education which seem to be important in the chemistry education.

History and philosophy of chemistry

Ambix: The Journal of the Society for the History of Alchemy and Chemistry, Volume 65, Numbers 1 – 4, 2018

Campbell, A., Gianfrancesco, L. & Tarrant, N. (2018). Alchemy and the mendicant orders of late medieval and early modern Europe. Ambix, 65, 201 – 209.

Fisher, A. (2018). Robert Hare’s theory of galvanism: a study of heat and electricity in early nineteenth-century American chemistry. Ambix, 65, 169 – 189.

Gianfrancesco, L. (2018). Books, gold, and elixir: alchemy and religious orders in early modern Naples. Ambix, 65, 250 – 274.

Gordin, M.D. (2018). Paper tools and periodic table: Newlands and Mendeleev draw grids. Ambix, 65, 30 – 51.

Hendrikssen, M.M.A. (2018). Boerhaave‘s mineral chemistry and its influence on eighteenth-century pharmacy in the Netherlands and England. Chemistry, 65, 393 – 323. Hepler.

Smith, E. (2018). Paper chemistry: François Dagognet and the chemical graph. Ambix, 65, 76 – 98.

Irish, S.T. (2018). James Smithson on the calamines: chemical combination in crystals. Ambix, 65, 373 – 397.

Jones, P.M. (2018). The survival of the Frater Medicus: English friars and alchemy, ca. 1370 – ca. 1425. Ambix, 65, 232 – 249.

Lefèvre, W. (2018). The Méthode de nomenclature chimique (1787): a document of transition. Ambix, 65, 9 – 29.

Nye, M.J. & Weininger, S.J. (2018). Paper tools from the 1780s: nomenclature, classification, and representations. Ambix, 65, 1 – 8.

Prinke, R.T. & Zuber, M.A. (2018). Alchemical patronage and the making of an adept: letters of Michael Sendivogius to emperor Rudolf II and his chamberlain Hans Popp. Ambix, 65, 324 – 355.

Rasmussen, S.C. (2018). Revisiting the early history of synthetic polymers: critiques of new insights. Ambix, 65, 356 – 372.

Rivest, J. (2018). The chymical capuchins of the Louvre: seminal principles and charitable vocations in France under Louis XIV. Ambix, 65, 275 – 295.

Suay-Matallana, I. & Guillem-Llobat, X. (2018). Poisoned wine: regulation, chemical analyses, and Spanish-French trade in 1930s. Ambix, 65, 99 – 121.

Tarrant, N. (2018). Between Aquinas and Eymerich: the Roman inquisition’s use of Dominican thought in the censorship of chemistry. Ambix, 65, 210 – 231.

Vinogradov, A. & Petriashin, S. (2018). Chemical industry, the environment, and Russian provincial society: case of Kokshan chemical works (1850 – 1925). Ambix, 65, 143 – 168.

Weininger, S.J. (2018). Delayed reaction: the tardy embrace of physical organic chemistry by the German chemical community. Ambix, 65, 52 – 75.

Ziber, M.A. (2018). The Duke, the Soldier of Fortune, and a rosicrucian legacy: exploeing the roles of manuscripts of early-modern alchemy. Chemistry, 65, 122 – 142.

Isis – A Journal of the History of Science Society: An International Review Devoted to the History of Science and Its Cultural Influences, Volume 109, Numbers 1 – 4, 2018

Heaney, C. (2018). How to make an Inca mummy: Andean embalming, Peruvian science, and the collection of empire. Isis, 109, 1 – 27.

Hendersson, M.M.A. (2018). Criticizing chrysopoeia: alchemy, chemistry, academics, and satire in the northern Netherlands, 1650 – 1750. Isis, 109, 235 – 253.

Rocke, A.J. (2018). Theory versus practice in German chemistry: Erlenmeyer beyond the flask. Isis, 109, 254 – 275.

British Journal for the History of Science, Volume 51, Numbers 1 – 4, 2018

Szuhan, N. (2018). Sex in the laboratory: the family planning Association and the contraceptive science in Britain, 1929 – 1959. British J. Hist. Sci., 51, 487 – 510.

Wragge-Morley, A. (2018). Robert Boyle and the representation of imperceptible entities. British J. Hist. Sci., 51, 17 – 40.

Foundations of Chemistry: Philosophical, Historical, Educational and Interdisciplinary Studies of Chemistry, Volume 20, Numbers 1 – 3, 2018.

Blumenthal, G. & Ladyman, J. (2018). Theory comparison and choice in chemistry, 1766 – 1791. Found. Chem., 20, 169 – 189.

Dolino, L.G.O. (2018). Chemistry as a creative science. Found. Chem., 20, 3 – 13.

Grochala, W. (2018). On the position of helium and neon in the periodic table of elements. Found. Chem., 20, 191 – 207.

Hefferlin, R. (2018). An allegory on molecular periodicity. Found. Chem., 20, 43 – 49.

Hodder, P. (2018). The periodic table: revelation by quest rather than by revolution. Found. Chem., 20, 99 – 110.

Iga, D.P. (2018). Basic principles of the strategy concerning the elucidation of configuration of chiral centers of linear isomeric aldohexoses. Found. Chem., 20, 31 – 41.

Johnson, D.A. & Nelson, P.G. (2018). Valencies of lanthanides. Found. Chem. 20, 15 – 27.

Murphy, M.A. (2018). Early industrial roots of green chemistry and the history of BHC ibuprofen process invention of its quality connection. Found. Chem., 20, 121 – 165.

Petruševski, V.M. & Cvetković, J. (2018). On the ‘true position’ of hydrogen in the periodic table. Found. Chem., 20, 251 – 260.

Ryoo, K., Toutkoushian, E. & Bedell, K. (2018). Exploring different kinds of assessment items to measure linguistically diverse students’ understanding of energy and matter in chemistry. Chem. Educ. Res. Practice, 19, 149 – 166.

Seeman, J.I. (2018). From “multiple simultaneous independent discoveries” to the theory of “multiple simultaneous independent errors”: a conduit in science. Found. Chem., 20, 219 – 249.

Stewart, P.J. (2018). Tetrahedral and spherical representations of the periodic system. Found. Chem., 20, 111 – 120.

Wray, K.B. (2018). On the atomic number revolution in chemistry: s Kuhnian analysis. Found. Chem., 20, 209 – 217.

Zambon, A. (2018). A representation of the periodic system based on atomic-number triads. Found. Chem., 20, 51 – 74.

HYLE: International Journal for Philosophy of Chemistry, Volume 24, Number 1, 2018

Eckerman, I. (2018). Corporate and governmental responsibilities for preventing chemical disasters: lessons from Bhopal. Hyle, 24, 29 – 53.

Kovac, J. (2018). American chemical society codes of ethics: past, present, and future. Hyle, 24, 79 – 95.

Schummer, J. (2018). Ethics of chemical weapons research: poison gas in the world war one. Hyle, 24, 5 – 28.

Scott, D. (2018). Ethics of climate engineering: chemical capture of carbon dioxide from air. Hyle, 24, 55 – 77.

Notes and Records: The Royal Society Journal of the History of Science, Volume 72, Numbers 1 – 4, 2018.

Cantor, J. (2018). Humphry Davy: a study of narcissism. Notes Roc., 72, 217 – 237.

Kolchinsky, E., Hossfeld, U. & Levit, G.S. (2018). Russian scientists in the Royal Society of London; 350 years of scientific collaboration. Notes Rec., 72, 343 – 363.

Physics in Perspective, Volume 20, Numbers 1 – 4, 2018.

Crease, R.P. & Shiltsev, V. (2018). Fueling Peter’s mill: Mikhail Lomonosov’s educational training in Russia and Germany, 1731 – 1741. Phys. Perspective, 20, 272 – 304.

Contemporary studies in chemistry education

Chemistry: Bulgarian Journal of Science Education, Volume 27, Numbers 1 – 6, 2018 Atanassov, K. & Gendjova, A. (2018). Historical development of the conceptions of reversibility and chemical equilibrium – a base for their teaching and learning. Chemistry, 27, 731 – 748.

Farwati, R., Suhery, T., Permanasary, A. & Firman, H. (2018). Integration of science, technology, engineering and mathematics: the multidisciplinary approach to enhance the environmental literacy of prospective chemistry teachers. Chemistry, 27, 37 – 51.

Garova, Z., Noncheva, V. & Dimova, J. (2018). Bulgarian high school students’ views in the nature of science and scientific inquiry. Chemistry, 27, 26 – 36.

Hadjiali, I., Dimova, Y. & Garova, Z. (2018). Bulgarian high school students’ views on the nature of science and scientific inquiry – gender aspect. Chemistry, 27, 185 – 196.

Ivanova, K. (2018). Instruments of using of chemical experiment and self-assessment in the strategies for active teaching in man and nature subject. Chemistry, 27, 749 – 758.

Tsvetkov, V. & Boiadjieva, E. (2018). The successful teacher through the perspective of constructivist ideas. Chemistry, 27, 8 – 25.

Bulgarian Journal of Science and Education Policy (BJSEP), Volume 12, Numbers 1 – 2, 2018.

Okwuduba, E.N. & Okigbo, E.C. (2018). Effect of teaching methods on students’ academic performance in chemistry in Nigeria: meta-analytic review. Bulg. J. Sci. & Educ. Policy, 12, 418 – 434.

Toshev, B.V. (2018). Doc. Dr. Lilyana Boyanova: a bibliography. Bulg. J. Sci. & Educ. Policy, 12, 173 – 204.

Journal of Science Teacher Education: Official Journal of the Association for Science Teacher Education, Volume 29, Numbers 1 – 8, 2018.

Hanuscin, D.L., Cisterna, D. & Lipsitz, K. (2018). Elementary teachers‘pedagogical content knowledge fot teaching structure and properties of matter. J. Sci. Teacher Educ., 29, 665 – 692.

O’Dwyer, A. (2018). An insight into how a constructivist professional development program can influence practice in six high school chemistry classrooms. J. Sci. Teacher Educ., 29, 353 – 377.

International Journal of Science Education, Volume 40, Numbers 1 – 18, 2018.

Broman, K., Bernholt, S. & Parchmann, I. (2018). Using model-based scaffolds to support students solving context-based chemistry problems. Int. J. Sci. Educ., 40, 1176 – 1197.

Habig, S., Blankenburg, J., van Vorst, H., Fechner, S., Parchmann, I. & Sumfleth, E. (2018). Context characteristics and their effects on students’ situational interest in chemistry. Int. J. Sci. Educ., 40, 1154 – 1175.

Langbeheim, E. & Levy, S. (2018). Feeling the forces within materials: bringing inter-molecular bonding to the fore using embodied modelling. Int. J. Sci. Educ., 40, 1567 – 1586.

Löffler, P., Pozas, M. & Kauertz, A. (2018). How do students coordinate context-based information and elements of their own knowledge: an analysis of students’ context-based problem-solving in thermodynamics. Int. J. Sci. Educ., 40, 1935 – 1956.

Manneh, I.A., Rundgren, C.-J., Hamza, K.M. & Eriksson, L. (2018). Tutor-student interaction in undergraduate chemistry: a case of learning to make relevant distinctions of molecular structures for determining oxidation states of atoms. Int. J. Scie. Educ., 40, 2023 – 2043.

Mujtaba, T., Sheldrake, R., Reiss, M.J. & Simon, S. (2018). Students’ science attitudes, beliefs, and context: associations with science and chemistry aspirations. Int. J. Sci. Educ., 40, 644 – 667.

Prins, G.T., Bulte, A.M.W. & Pilot, A. (2018). Designing context-based teaching materials by transforming authentic modelling practices in chemistry. Int. J. Sci. Educ., 40, 1108 – 1135.

Schultze, F. & Nilsson, P. (2018). Coteaching with senior students – a way of refine teachers’ PCK for teaching chemical bonding in upper secondary school. Int. J. Sci. Educ., 40, 688 – 706.

Sevian, H., Hugi-Cleary, D., Ngai, C., Wanjiku, F. & Mhel, J. (2018). Comparison of learning in two context-based university chemistry classes. Int. J. Sci. Educ., 40, 1239 – 1262.

Talanquer, V. (2018). Chemical rationales: another triplet for chemical thinking. Int. J. Sci. Educ., 40, 1874 – 1890.

Chemistry Education Research and Practice, Volume 19, Numbers 1 – 4, 2018

Akin, F.N. & Uzuntiryaki-Kondakci, E. (2018). The nature of the interplay play among components of pedagogical content knowledge in reaction rate and chemical equilibrium topics of novice and experienced chemistry teachers. Chem. Educ. Res. Practice, 19, 80 – 105.

Atabek-Yigit, E. (2018). Can cognitive structure outcomes reveal cognitive styles: a study on the relationship between cognitive styles and cognitive structure outcomes on the subject of chemical kinetics. Chem. Educ. Res. Practice, 19, 746 – 754.

Austin, A.C., Hammond, N.B., Barrows, N., Gould, D.L. & Gould, I.R. (2018). Relating motivation and student outcomes in general organic chemistry. Chem. Educ. Res. Practice, 19, 331 – 341.

Bain, K., Rodriguez, J.-M.G., Moon, A. & Towns, M.H. (2018). The characterization of cognitive processes involved in chemical kinetics using a blended processing framework. Chem. Educ. Res. Practice, 19, 617 – 628.

Basso, A., Chiorri, C., Bracco, F., Carnasciali, M.M., Alloisio, M. & Grotti, M. (2018). Improving the interest of high-school students toward chemistry by crime scene investigation. Chem. Educ. Res. Practice, 19, 558 – 566.

Benny, N. & Blonder, R. (2018). Interactions of chemistry teachers with gifted students in a regular high-school chemistry classroom. Chem. Educ. Res. Practice, 19, 122 – 134.

Boddey, K. & de Berg, K. (2018). A framework for understanding student nurses‘experience in chemistry as part of a health science course. Chem. Educ. Res. Practice, 19, 597 – 616.

Boesdorfer, S.B. & Livermore, R.A. (2018). Secondary school chemistry teachers’ current use of laboratory activities and the impact of expense on their laboratory choices. Chem. Educ. Res. Practice, 19, 135 – 148.

Boothe, J.R., Barnard, R.A., Peterson, L.J. & Coppola, B.P. (2018). The relationship between subject matter knowledge and teaching effectiveness of undergraduate chemistry peer de Berg, Caspari, I., Weinrich, M.L., Sevian, H. & Graulich, N. (2018). This mechanistic step is “productive”: organic chemistry students’ backward-oriented reasoning. Chem. Educ. Res. Practice, 19, 42 – 59.

Caspari, I., Kranz, D. & Graulich, M. (2018). Resolving the complexity of organic chemistry students’ reasoning through the lens of a mechanistic framework. Chem. Educ. Res. Practice, 19, 1117 – 1141.

Cetin-Dindar, A., Boz, Y., Sonmez, D.Y. & Celep, N.D. (2018). Development of pre-service chemistry teachers’ technological pedagogical content knowledge. Chem. Educ. Res. Practice, 19, 167 – 183.

Cheng, M.M.W. (2018). Students’ visualisations of chemical reactions – insight into the particle model and the atomic model. Chem. Educ. Res. Practice, 19, 227 – 239.

Chi, S., Wang, Z., Luo, M., Yang, Y. & Huang, M. (2018). Student progression on chemical symbol representation abilities at different grade levels (grades 10 – 12) across gender. Chem. Educ. Res. Practice, 19, 1055 – 1064.

Connor, M.C. & Shultz, G.V. (2018). Teaching assistants’ topic-specific pedagogical content knowledge in1H NMR spectroscopy. Chem. Educ. Res. Practice, 19, 653 – 669.

Dohrn, S.W. & Dohn, N.B. (2018). The role of teacher questions in the chemistry classroom. Chem. Educ. Res. Practice, 19, 352 – 363.

Donnelly, J. & Hernández, F.E. (2018). Fusing a reversed and informal learning scheme and space: student perceptions of active learning in physical chemistry. Chem. Educ. Res. Practice, 19, 520 – 532.

Faulconer, E.K., Griffith, J.C., Wood, B.L., Acharyya, S. & Roberts, D.L. (2018). A comparison of online and traditional chemistry lecture and lab. Chem. Educ. Res. Practice, 19, 392 – 397.

Frohock, B.H., Winterrowd, S.T. & Gallardo-Williams, M.T. (2018). #I HeartChemistryNCSU: free choice, content, and elements of science communication as the framework for an introductory organic chemistry project. Chem. Educ. Res. Practice, 19, 240 – 250.

George-Williams, S.R., Ziebell, A.L., Kitson, R.R.A., Thompson, C.D. & Overton, T.L. (2018). ‘What do you think the aims of doing a practical chemistry course are’: a comparison of the views of students and teaching staff across three universities. Chem. Educ. Res. Practice, 19, 463 – 473.

Hamnett, H.J., McKie, A.E. & Morrison, C. (2018). Postgraduate students’ attitudes toward group work: experiences within a forensic chemistry programme. Chem. Educ. Res. Practice, 19, 1240 – 1252.

Hrin, T., Milenković, D. & Segedinac, M. (2018). Diagnosing the quality of high school students’ and pre-service chemistry teachers’ cognitive structures in organic chemistry by using students’ generated systematic synthesis questions. Chem. Educ. Res. Practice, 19, 305 – 318.

Komperda, R., Hosbein, K.N. & Barbera, J. (2018). Evaluation of the influence of wording changes and course type of motivation instrument functioning in chemistry. Chem. Educ. Res. Practice, 19, 184 – 198.

Kousa, P., Kavonius, R. & Aksela, M. (2018). Low-achieved students’ attitudes toward learning chemistry and chemistry teaching methods. Chem. Educ. Res. Practice, 19, 431 – 441.

Lamichhane, R., Reck, C. & Maltese, A.V. (2018). Undergraduate chemistry students’ misconceptions about reaction coordinate diagrams. Chem. Educ. Res. Practice, 19, 834 – 845.

Lewis, S.E. (2018). Goal orientations of general chemistry students via the achievement goal framework. Chem. Educ. Res. Practice, 19, 199 – 212.

Miller-Friedmann, J., Childs, A. & Hillier, J. (2018). Approaching gender equity in academic chemistry: lessons learned from successful female chemists in the UK. Chem. Educ. Res. Practice, 19, 24 – 41.

Montes, L.H., Ferreira, R.A. & Rodriguez, C. (2018). Explaining secondary school students’ attitudes towards chemistry in Chile. Chem. Educ. Res. Practice, 19, 533 – 542.

Muniz, M.N., Crickmore, C., Kirsch, J. & Beck, J.P. (2018). Upper-division chemistry students’ navigation and use of quantum chemical models. Chem. Educ. Res. Practice, 19, 762 – 782.

Mutambuki, J.M. & Schwartz, R. (2018). I don’t get any training: the impact of the professional development model on teaching practices of chemistry and biology graduate teaching assistants. Chem. Educ. Res. Practice, 19, 106 – 121.

Ollino, M., Aldoney, J., Diminguez, A.M. & Merino, C. (2018). A new multimedia application for teaching and chemical equilibrium. Chem. Educ. Res. Practice, 19, 364 – 374.

Partanen, L. (2018). Student-centred active learning approaches to teaching quantum chemistry and spectroscopy: quantitative results from a two-year action research study. Chem. Educ. Res. Practice, 19, 885 – 904.

Page, M.F.Z., Escott, P., Silva, M. & Barding, G.A. (2018). The effect of teaching the entire academic year of high school chemistry utilizing abstract reasoning. Chem. Educ. Res. Practice, 19, 500 – 507.

Ping, G.L.Y., Lok, C., Yeat, T.W., Cherynn, T.J.Y. & Tan, E.S.Q. (2018). Are chemistry educational apps useful – a quantitative study with three in-house apps. Chem. Educ. Res. Practice, 19, 15 – 23.

Popova, M. & Bretz, S.L. (2018). Organic chemistry students’ challenges with coherence formation between reactions and reaction coordinate diagrams. Chem. Educ. Res. Practice, 19, 732 – 745.

Popova, M. & Bretz, S.L. (2018). Organic chemistry students’ interpretations of the surface features of reaction coordinate diagrams. Chem. Educ. Res. Practice, 19, 919 – 931.

Pratt, J.M. & Yezierski, E.J. (2018). A novel qualitative method to improve access, elucidation, and sample diversification for enhanced transferability applied to studying chemistry outreach. Chem. Educ. Res. Practice, 19, 410 – 430.

Ralph, V.R. & Lewis, S.E. (2018). Chemistry topics posing incommensurate difficulty to students with low math aptitude scores. Chem. Educ. Res. Practice, 19, 867 – 884.

Rees, S.W., Kind, V. & Newton, D. (2018). Can language focussed activities improve un

Srouqi, M.C. & Miller, H.B. (2018). Peer learning as a tool to strengthen math skills in introductory chemistry laboratory. Chem. Educ. Res. Practice, 19, 319 – 330.

Talanquer, V. (2018). Progressions in reasoning about structure-property relationships. Chem. Educ. Res. Practice, 19, 998 – 1009.

Tsaparlis, G., Pappa, E.T. & Byers, B. (2018). Teaching and learning chemical bonds: research-based evidence for misconceptions and conceptual difficulties experienced by students in upper secondary schools and the effect of an enriched text. Chem. Educ. Res. Practice, 19, 1253 – 1269.

Veale, C.G.L., Krause, R.W.M. & Sewry, J.D. (2018). Blending problem-based learning and peer-led team learning, in an open ended ‘home-grown’ pharmaceutical chemistry case study. Chem. Educ. Res. Practice, 19, 68 – 79.

Vincent-Ruz, P., Binning, K., Schunn, C.D. & Grabowski, J. (2018). The effect of math SAT on women’s chemistry competence beliefs. Chem. Educ. Res. Practice, 19, 342 – 351.

Webb, J.A. & Karatjas, A.C. (2018). Grade perceptions of students in chemistry coursework at all levels. Chem. Educ. Res. Practice, 19, 491 – 499.

Wei, B. & Liu, H. (2018). An experienced chemistry teacher’s practical knowledge of teaching with practical work: the PCK perspective. Chem. Educ. Res. Practice, 19, 452 – 462.

Wei, J., Mocerino, M., Treagust, D.F., Lucey, A.D., Zadnik, M.G., Lindsay, E.D. & Carter, D.J. (2018). Developing an understanding of undergraduate student interactions in chemistry laboratories. Chem. Educ. Res. Practice, 19, 1186 – 1198.

Willson-Conrad, A. & Kowalske, M.G. (2018). Using self-efficacy beliefs to understand how students in a general chemistry course approach the exam process. Chem. Educ. Res. Practice, 19, 265 – 275.

Yan, Y.K. & Subramanian, R. (2018). Using a multi-tier diagnostic test to explore the nature of students’ alternative conceptions on reaction kinetics. Chem. Educ. Res. Practice, 19, 213 – 226.

Yaseen, Z. (2018). Using student-generated animations: the challenge of dynamic chemical models of states of matter and the invisibility of the particles. Chem. Educ. Res. Practice, 19, 1166 – 1185.