Journal Report

Chemistry Education Research and Practice (CERP)

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Journal Information
Journal Title
Chemistry Education Research and Practice (CERP)
Publisher
ISSN
1756-1108
E-ISSN
Database
ERIH PLUS
Domain
Physical Sciences, Social Sciences
Classification History
Year A+ A B C
2026 ✓
2025
2024
2023
2021/2022
2020
2019
2018
A journal may have more than one classification in the same year. All recorded classifications are displayed.
Recent Articles
Correction: Students’ epistemological resources and framing of stoichiometry assessment items across linguistic backgrounds: insights for equitable design
Anna Eunji Kim, Amy Voss Farris, Eshani Lee
2026 Vol. 27 Issue 3 Pages 1200-1200
DOI: 10.1039/d6rp90012g
What does empathy look like to you? investigating undergraduate chemistry students’ perceptions of empathy in regard to their lived experience at university
Luke Brutto, Alan Z. Chen, Reyne Pullen et al.
2026 Vol. 27 Issue 1 Pages 410-422
DOI: 10.1039/d5rp00284b
Back cover
2026 Vol. 27 Issue 3 Pages 1201-1202
DOI: 10.1039/d6rp90017h
Leveraging a hybrid learning environment and small group recitations to promote higher order learning: incorporating reform-minded instruction within a traditional general chemistry curriculum
Colomba Sanchez-Marsetti, Jiho Ahn, Eric Dao et al.
2026 Vol. 27 Issue 1 Pages 545-558
DOI: 10.1039/d5rp00328h
Empirical study of analogical reasoning in a model experiment on flour-dust explosion
Richard Fisch, Katrin Sommer
2026
DOI: 10.1039/d6rp00145a
International partnerships for green chemistry education
Glenn A. Hurst, Juliana L. Vidal
2026
DOI: 10.1039/d6rp00336b
From Receiving to Constructing Knowledge: A Decade-Long Study of Pre-Service Chemistry Teachers' Epistemic Orientations and Their Enactment in Teaching Practice
Suthida Chamrat, surasak Maotheuak, warissara Kraijitmate
2026
DOI: 10.1039/d6rp00544f
Characterising the nature and effect of sensory overload in an undergraduate chemistry teaching laboratory
Sally Stone, Benjamin E. Arenas
2026 Vol. 27 Issue 1 Pages 304-316
DOI: 10.1039/d5rp00305a
Students’ meaning-making of nonverbal communication as representational scaffolding in UK chemistry education: Chinese students’ cross-cultural perspectives
Wing-Fu Lai
2026 Vol. 27 Issue 3 Pages 936-952
DOI: 10.1039/d6rp00243a
Enhancing conceptual understanding and knowledge retention in 11th-grade chemistry classes through inquiry-based pedagogy: a quasi-experimental mixed-methods study
Miguel Angel Bautista, Xin Chen
2026
DOI: 10.1039/d6rp00248j
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Printed: October 25, 2026 17:15