Chemistry education and research—chemical and educational—are subject to the processes of globalization, its potentialities and the obstacles they may generate. Unavoidably, chemistry educators are faced with rethinking chemical education research and practice from a globalized perspective. Despite the assumption chemists have their own common language, we maintain cultural and idiosyncratic traits should not be neglected for effective interactions within the international community to take place. We have commented against the normalization of the international education discourse dominated by globally influential partners. Thus, more recently interest has surged to decipher whether chemistry education and research truly differ internationally. And if the answer is positive, in which ways it happens. In this pilot study we examine the perspectives of chemistry educators and researchers—chemistry and educational—who have experience in at least two different countries. Survey data were collected from a convenience sample of international chemistry faculty who conducted graduate work or held positions in their home country and abroad, and students who self-described as international students at the time. In its exploratory nature this study intends to lay the groundwork for a more thorough project. This talk presents preliminary data analysis, results, and future directions of work.<br/>

Same or not the same: Chemistry learning, teaching, and researching abroad

2019 Spring National Meeting

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