International Journal of Physics & Chemistry Education <p><strong>About IJPCE<br></strong></p> <p><em>International Journal of Physics and Chemistry Education</em> (IJPCE) is published quarterly in <em>February</em>, <em>May</em>, <em>August</em>, and <em>November</em>. Between 2009 and 2016 (volumes 1-8) IJPCE had been published under the title "Eurasian Journal of Physics and Chemistry Education" (EJPCE) . IJPCE continues with a broader prospect and enthusiasm to contribute to the field in various scholarly approaches.<br>IJPCE is an Open Access Journal. Terms and conditions of Creative Commons Attribution 4.0 International (CC BY 4.0) apply, while authors maintain the copyrights for their own articles.</p> iSER - The International Society of Educational Research en-US International Journal of Physics & Chemistry Education 2589-8876 <p>Copyright © Authors</p> Development of school laboratory participation over a period of six months: A case study of aspects of divergent thinking and problem discovery <p>Creativity, especially problem discovery and divergent thinking are skills that will be demanded for more and more jobs in the future. STEM subjects are leading the way. Schools are an important learning place to train the future generation of workers. However, promotion of creativity in STEM subjects is not sufficiently implemented. Chemistry teachers prefer frontal teaching instead of free, pupil-centred methods that encourage creative work. Extracurricular learning activities offer potential due to the free work atmosphere of a self-discovered problem. Pupils then have to solve it. In the context of this study, the development of problem discovery and divergent thinking of gender, parental academic background and gender differences based on parental academic background will be presented in this study. It is based on two school laboratories: Agnes-Pockels-Lab (without accompanying and professional support) and the DroPS project (with accompanying and professional support).</p> Swantje Müller Verena Pietzner Copyright (c) 2021 Swantje Müller, Verena Pietzner 2021-02-26 2021-02-26 13 1 1 11 10.51724/ijpce.v13i1.133 A Longitudinal Study on the Chemical Knowledge of Prospective University Students <p>Many universities face the challenge that high dropout rates (e.g. ~ 30&nbsp;% in chemistry in Germany) are observed in higher education. Accordingly, the college readiness of prospective students is doubted. In this context this article focuses on the content-specific and cognitive characteristic as part of the college readiness. Within four years we examined the responses from more than 500 prospective students who participated in a content-specific prior knowledge test in chemistry. Overall, we found that content-specific prior knowledge test and average Abitur grade (final highschool grade) remained almost constant. In addition, a low correlation between the content-specific knowledge and the average Abitur grade was found. Finally, only deficits and strengths in individual subject areas of chemistry could be identified throughout the years, which are presented in this article as examples.</p> Thomas Waitz Copyright (c) 2021 Thomas Waitz 2021-05-06 2021-05-06 13 1 13 23 10.51724/ijpce.v13i1.126