Hi @Emory, perhaps you will agree that Chemistry students tend to have MANY MISCONCEPTIONS.  Even simple concepts like 'Mole', 1 Molar solution are difficult for them to grasp when they start learning Chemistry at about 16 years old.  Chemistry teachers need to research on how to prevent such misconceptions from occurring in the first place.  Sometimes, it's like having to go inside the minds of students to understand why they lack this scientific literacy.  We surely need research!

Could you say about more about your research? If you are taking a mixed methods approach  then I would suggest you include self reporting through semi structured interviews  of the teachers about what they see the issues and challenges are and how would they recognise success in their students. 

You can then use open coding approach to construct something a questionnaire.

You could also do some lesson observations and code what is observed in terms of  behaviour of teacher and students ( in relation to the research questions)

added led to this approach to 'assessing' you could do a pre and post test of student knowledge in Chemistry and a focus group interview of how they perceive what helped or hundred their learning.

I am assuming your initial  questions relate to the teachers and their attitudes and what they are trying to do ( factors) to improve things for student understanding?

Does that help answer your posted question? 

You can use ANOVA (SPSS) to assess which independent factors effect on teachers integration of chemistry education.  In fact, you can also apply regression analysis to find out the causal relationship.

my experience shows that,  despite many researches that at their disposal teacher don't seem to be utilizing them to improve their teaching and learning. what factors really influence this attitude from teachers?

To prevent the misconceptions that students may have, I break down the matter to be discussed in smaller portions so they may realize on which they are having problems and biases. They, then, "confess" which are the misconceptions and I (we) can handle them. The process is not a cut piece, you have to work it as it  comes along.

To prevent the misconceptions that students may have, I break down the matter to be discussed in smaller portions so they may realize on which they are having problems and biases. They, then, "confess" which are the misconceptions and I (we) can handle them. The process is not a cut piece, you have to work it as it  comes along.

To prevent the misconceptions that students may have, I break down the matter to be discussed in smaller portions so they may realize on which they are having problems and biases. They, then, "confess" which are the misconceptions and I (we) can handle them. The process is not a cut piece, you have to work it as it  comes along.

To prevent the misconceptions that students may have, I break down the matter to be discussed in smaller portions so they may realize on which they are having problems and biases. They, then, "confess" which are the misconceptions and I (we) can handle them. The process is not a cut piece, you have to work it as it  comes along.

To prevent the misconceptions that students may have, I break down the matter to be discussed in smaller portions so they may realize on which they are having problems and biases. They, then, "confess" which are the misconceptions and I (we) can handle them. The process is not a cut piece, you have to work it as it  comes along.

To prevent the misconceptions that students may have, I break down the matter to be discussed in smaller portions so they may realize on which they are having problems and biases. They, then, "confess" which are the misconceptions and I (we) can handle them. The process is not a cut piece, you have to work it as it  comes along.

If assessing factors impact, use Hatties' book Visual Learning as it has broken down factors that affect learning across the board. Attitude may be a little different. 

Attitude may be measured by giving a tool (questionnaire) having different concepts integrated, to a sample group of teachers. The interest areas of the teachers can be measured .Again The uninteresting areas can be found . Sugesstions can be sought, and analysed. 

To assess motivations and attitudes towards chemistry, you may consider using the Glynn & Koballa (2006) Chemistry Motivation Questionnaire. 

http://coe.uga.edu/outreach/programs/science-motivation

The question relates directly to integration of chemical education research (to improve conceptualisation in chemistry). It is not, at least directly, about student motivation, nor is it especially about just conceptualisation research, nor is it about general attitudes and motivation among teachers. .

• You might like to look at work on what teachers value in learning, in general,  to become a teacher (http://dera.ioe.ac.uk/11168/1/DCSF-RR115.pdf for example). These initial values persist for a long time.
• You might like to talk to some professional development providers about how they choose their courses, especially those who provide chemical education courses. Many of these are either directed at teachers' personal content knowledge, usually by direct instruction, or providing hints and tips. Nevertheless, the providers have a great repository of knowledge about what their 'clients need (or the providers think they need) which is worth exploring. I use the saturation method, which is about asking different providers until no information emerges.
• You might like to investigate those teachers who are engaged in further study (Masters or Doctoral level) in chemical education research. I can recommend colleagues (George Bodner and others) at Purdue, Ingo Eilks at Bremen in Germany, and Keith Taber in Cambridge, for a start but there are many others. Questionnaires have their place but question construction in this area is tough, and the investigation is, necessarily shallow, since written questions do not allow for nuances or elaboration. You may find that case studies of recommended teachers who have integrated research in their teaching provides a very rich and valuable research topic. It will be qualitative research, and therefore outside the experience of most chemists, but may well provide the responses you can use.
• I have a teacher researcher group (PALAVA) that regularly engages with science education research. Do write to me if you are interested in knowing more ([email protected]). John Oversby (UK)

Thanks to everyone. I find the information you provided quite enriching.