Chemistry education research is a well-established field that has the potential to inform chemistry teaching at all levels. But to the uninitiated, much of the work can seem descriptive while quantitative studies often suffer from a lack of reproducibility. Here I delve into these characteristics and explain why this should not deter chemistry teachers from engaging.
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Taber, K.S. Is educational research science, superstition or confidence trick?. Nat Rev Chem 8, 153–154 (2024). https://doi.org/10.1038/s41570-024-00582-6
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DOI: https://doi.org/10.1038/s41570-024-00582-6
