‘Seeing’ chemistry: investigating the contribution of mental imagery strength on students’ thinking in relation to visuospatial problem solving in chemistry

Representational competency, visuospatial ability, and mental imagery: an exploratory study

Investigating the significance of mental visualisation ability on chemistry students’ representational competencies and visuospatial abilities

Celebrating the vision and generosity of a true luminary in chemistry education research: introduction for the festschrift for David F. Treagust

Recognising a beacon of teaching and learning leadership in Australian chemistry

Examining links between students’ mental imagistic abilities and their perceptions of chemical representations

Embedding feedback in digital learning environments to promote learners’ thinking about their thinking in chemistry

Growing inclusive learning communities: enhancing inclusive teaching and learning through professional learning, student partnerships and effective practice

Engaging with engagement in learning chemistry: a guiding note about a multidimensional construct

Cognitive presence in learner–content interaction process: the role of scaffolding in online  self-regulated learning environments

Insights into a Community of Inquiry that emerged during academics’ emergency remote university teaching of chemistry in response to concern for students

Establishing a delicate balance in the relationship between artificial intelligence and authentic assessment in student learning

Student-content interactions: exploring behavioural engagement with self-regulated inquiry-based online learning modules

Laying the foundations to build on: exploring diversity in our <i>Chemistry Education Research &amp; Practice</i> community

Feedback Literacy: a catalyst for lifelong learning from a chemistry education perspective

Exploring the relationship between mental imagistic ability and students’ representational competence and fluency in chemistry

Student perceptions and engagement in video-based learning for microbiology education

Insights into how academics reframed their assessment during a pandemic: disciplinary variation and assessment as afterthought

Implementing blended first year chemistry in a developing country using online resources

Exploration of learner-content interactions and learning approaches: The role of guided inquiry in the self-directed online environments