David F Treagust, Chair
Curtin University of Technology, Australia
David Treagust is John Curtin Distinguished Professor at Curtin University in Perth, Western Australia. His research interests include understanding students’ ideas about science concepts and how these ideas relate to conceptual change, the design of curricula and teachers’ classroom practices. He is widely published in the major journals and books of science education research.
David is a former President of NARST (1999-2001) and Managing Director of the Australasian Science Education Research Association (2003-2010). In 2006, he received NARST’s Distinguished Contributions to Science Education through Research Award and in 2011 was the recipient of the American Chemical Society Award for Achievement in Research for the Teaching and Learning of Chemistry. David is an editor of the RSC’s Advances in Chemistry Education book series.
Scott Lewis, Editor
University of South Florida, USA
Scott Lewis is a professor of chemistry at the University of South Florida. His research focuses on understanding factors related to student success in chemistry including student study habits, assessment types and socio-psychological interventions.
His research also includes pedagogy evaluation and investigating students’ long-term retention of chemistry concepts.
Nicole Graulich, Deputy Editor
Justus-Liebig Universität Gießen, Germany
Nicole Graulich is currently Assistant Professor for Chemistry Education at the Justus-Liebig-University Gießen and Head of the Institute of Chemistry Education. She earned a PhD in Organic Chemistry and has taught High School (French and Chemistry) in Germany. She has been at Clemson University, South Carolina (USA) for her post-doctoral studies.
Nicole's research focuses on students’ reasoning while learning organic chemistry at the tertiary level and on investigating productive teaching and learning environments. Her research approaches include modern technologies, such as diagnosing and supporting students’ learning with eye-tracking methods. She is a recipient of the Ars Legendi Award for excellence in teaching. .
Jack Barbera, Associate Editor
Portland State University, USA
Jack Barbera is an associate professor at Portland State University in Portland Oregon (USA). He earned a dual Ph.D. in Physical Chemistry and Chemistry Education from the University of Colorado – Boulder (USA). His research interests center around: 1) the production of high-quality, evidence-based, assessment instruments, 2) the investigation of the impacts of learning environments on student outcomes, and 3) building capacity within the chemistry education community for conducting evidence-based evaluations of teaching and learning.
Mageswary Karpudewan, Associate Editor
Universiti Sains Malaysia (USM)
Mageswary is a professor of chemistry education at Universiti Sains Malaysia. She embarked on her career as a high school chemistry teacher before pursuing her master's degree in Science Education and a Ph.D. in Chemistry Education at Universiti Sains Malaysia. Her research centers on the integration of sustainability principles, with a particular focus on green and sustainable chemistry, as well as climate change, across various educational levels. Additionally, her work delves into transforming the teaching and learning of chemistry, specifically concentrating on electrochemistry and stoichiometry topics. She adopts a multidisciplinary or transdisciplinary perspective to illustrate the relevance of chemistry to real-life phenomena. She was honored with the distinguished 2014 ACS-CEI Award from the American Chemical Society for her efforts in integrating green and sustainable chemistry into the pre-service teacher education curriculum. She also has been recognized with the Wen Hui Honourable Commendation from UNESCO for her work in promoting sustainability in chemistry education.
James Nyachwaya
North Dakota State University, USA
James Nyachwaya is an associate professor with a joint appointment in the departments of Chemistry and Biochemistry and the School of Education at North Dakota State University. His research focuses on chemistry students’ conceptual understanding of the particulate nature of matter, students’ understanding and use of language in science, pre-service and in-service teacher knowledge, and curricular materials in chemistry.
Mei-Hung Chiu
National Taiwan Normal University, Taiwan
Mei-Hung Chiu is a Distinguished Professor of Science Education at the Graduate Institute of Science Education of the National Taiwan Normal University. She has an Ed.D. from Harvard Graduate School of Education. Her research interests include students’ conceptional change, perceptions of scientific models, modeling competence, and facial expression at moments of conceptual conflict scenarios in science learning.
Dr. Chiu was a former President of NARST (2016-2017) and chair of Committee on Chemistry Education of IUPAC. She was a recipient of the Distinguished Contribution to Chemical Education Award from the Federation of Asian Chemical Societies (FACS) in 2009 and also a recipient of the Distinguished Contribution to Science Education Award from Eastern-Asian Science Education Association (EASE) in 2016.
Resa Kelly
San Jose University, USA
Resa is a professor of chemistry and the director of Science Education at San José State University. She began her career as a high school chemistry teacher before furthering her education and earning her master’s in Chemistry and PhD in Chemistry Education at the University of Northern Colorado. Her research focuses on the design and study of atomic level visualizations in chemistry learning.
Resa is interested in analyses that explore learner’s cognition and how it interacts with the learning environment, as well as conceptual change and eliciting student ideas to assist with transfer and application of ideas. Resa has considerable service with the American Chemical Society’s Division of Chemistry Education (DivCHED) acting as secretary/councilor and DivCHED International Activities committee chair. She currently is a sub-committee chair for the International Activities Committee of ACS.
Gwen Lawrie
University of Queensland, Australia
Gwen Lawrie is a Professor in the School of Chemistry and Molecular Biosciences (SCMB) at the University of Queensland (UQ). Her current research explores how students learn through multimodal representations and the role of student-generated explanations in deeper learning. Her instructional design involves scaffolding collaborative and self-regulated inquiry tasks to support student learning needs in blended environments for large classes.
Gwen is a Fellow of the Royal Australian Chemical Institute and Senior Fellow of the Higher Education Academy. She has received recognition for her teaching and research through several national and professional teaching awards including the 2017 RACI Chemistry Education Division Medal; a 2013 OLT Australian Award for University Teaching and the 2013 Pearson RACI Educator of the Year Award.
David Read
University of Southampton, UK
David is Professorial Fellow in Chemical Education at the University of Southampton. He was previously a secondary school teacher and has led the development of innovative teaching methods and the use of learning technology in chemistry and more widely at Southampton. He is the admissions tutor for the Science Foundation Year and Director of Outreach in Chemistry, and Head of the Education Group within Chemistry, and works closely with those involved in public engagement in the department.
David is partly seconded to the Centre for Higher Education Practice (CHEP) at the University of Southampton, where he is the Education Collaborative Lead (Partnership with Faculties), supporting the development and delivery of training activities for academics and early career researchers. He is investigating the role of subject matter knowledge and pedagogical content knowledge in teacher development at school and university level, and was awarded a National Teaching Fellowship in 2017.
