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Scalco, Karina C.; Talanquer, Vicente; Kiill, Keila B.; Cordeiro, Marcia R. – Journal of Chemical Education, 2018
We present the results of a qualitative research study designed to explore differences in the types of reasoning triggered by information presented to chemistry students in two different formats. One group of students was asked to analyze a sequence of images designed to represent critical elements in the explanation of a target phenomenon.…
Descriptors: Chemistry, Abstract Reasoning, Sequential Approach, Science Process Skills
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Talanquer, Vicente; Pollard, John – Journal of Chemical Education, 2017
Calls for educational reform in undergraduate STEM education have become more prominent in recent years, particularly in introductory/foundational courses. Such reform efforts were initiated 10 years ago in the general chemistry program at the University of Arizona. In this contribution, we describe the major successes and challenges encountered…
Descriptors: Educational Change, College Science, Undergraduate Study, Chemistry
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Heisterkamp, Kimberly; Talanquer, Vicente – Journal of Chemical Education, 2015
The central goal of this study was to characterize major patterns of reasoning exhibited by college chemistry students when analyzing and interpreting chemical data. Using a case study approach, we investigated how a representative student used chemical models to explain patterns in the data based on structure-property relationships. Our results…
Descriptors: College Students, Science Education, Chemistry, Data Interpretation
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Banks, Gregory; Clinchot, Michael; Cullipher, Steven; Huie, Robert; Lambertz, Jennifer; Lewis, Rebecca; Ngai, Courtney; Sevian, Hannah; Szteinberg, Gabriela; Talanquer, Vicente; Weinrich, Melissa – Journal of Chemical Education, 2015
Making decisions about the production and use of chemical substances is of central importance in many fields. In this study, a research team comprising teachers and educational researchers collaborated in collecting and analyzing cognitive interviews with students from 8th grade through first-year university general chemistry in an effort to map…
Descriptors: Chemistry, Science Instruction, Secondary School Science, Problem Solving
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Sjöström, Jesper; Talanquer, Vicente – Journal of Chemical Education, 2014
Chemistry teaching has traditionally been weakly connected to everyday life, technology, society, and history and philosophy of science. This article highlights knowledge areas and perspectives needed by the humanistic (and critical-reflexive) chemistry teacher. Different humanistic approaches in chemistry teaching, from simple contextualization…
Descriptors: Chemistry, Science Instruction, Humanistic Education, Science Teachers
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Talanquer, Vicente; Sevian, Hannah – Journal of Chemical Education, 2014
Science education frameworks and standards play a central role in the development of curricula and assessments, as well as in guiding teaching practices in grades K-12. Recently, the National Research Council published a new Framework for K-12 Science Education that has guided the development of the Next Generation Science Standards. In this…
Descriptors: Science Instruction, Chemistry, Academic Standards, Elementary Secondary Education
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Szteinberg, Gabriela; Balicki, Scott; Banks, Gregory; Clinchot, Michael; Cullipher, Steven; Huie, Robert; Lambertz, Jennifer; Lewis, Rebecca; Ngai, Courtney; Weinrich, Melissa; Talanquer, Vicente; Sevian, Hannah – Journal of Chemical Education, 2014
Professional development that bridges gaps between educational research and practice is needed. However, bridging gaps can be difficult because teachers and educational researchers often belong to different Communities of Practice, as their activities, goals, and means of achieving those goals often differ. Meaningful collaboration among teachers…
Descriptors: Science Instruction, Faculty Development, Educational Research, Researchers
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Talanquer, Vicente – Journal of Chemical Education, 2013
Chemistry students and teachers often explain the chemical reactivity of atoms, molecules, and chemical substances in terms of purposes or needs (e.g., atoms want or need to gain, lose, or share electrons in order to become more stable). These teleological explanations seem to have pedagogical value as they help students understand and use…
Descriptors: Chemistry, College Students, Preferences, Scientific Concepts
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Talanquer, Vicente – Journal of Chemical Education, 2013
The chemistry knowledge that we want our students to develop is rich, complex, and multifaceted. However, some teachers and instructors at the secondary school and college levels approach it in rather rigid and unidimensional ways. The central goal of this contribution is to describe and discuss 10 different complementary perspectives or…
Descriptors: Chemistry, Introductory Courses, Educational Practices, Teaching Methods
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Young, Krista K.; Talanquer, Vicente – Journal of Chemical Education, 2013
Teaching reform efforts in chemistry education often involve engaging students in small-group activities of different types. This study focused on the analysis of how activity type affected the nature of group conversations. In particular, we analyzed the small-group conversations of students enrolled in a chemistry course for nonscience majors.…
Descriptors: Group Activities, Small Group Instruction, Group Discussion, Chemistry
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Xu, Haozhi; Talanquer, Vicente – Journal of Chemical Education, 2013
The central goal of our exploratory study was to investigate differences in college chemistry students' interactions during lab experiments with different levels of inquiry. This analysis was approached from three major analytic dimensions: (i) functional analysis; (ii) cognitive processing; and (iii) social processing. According to our results,…
Descriptors: Chemistry, Inquiry, Laboratory Experiments, College Science
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Davila, Kariluz; Talanquer, Vicente – Journal of Chemical Education, 2010
Science textbooks have a major influence on teaching and learning. Teachers and instructors at all educational levels use them regularly not only as a guide for course content and sequence but also in the design of homework assignments and assessment probes. From this perspective, textbook questions and problems can be expected to have a strong…
Descriptors: Textbooks, Chemistry, Textbook Content, College Science