Source: https://cbc.arizona.edu/faculty/vicente-talanquer
Timestamp: 2019-04-26 09:43:45+00:00

Document:
The focal point of our work is the study, reflection, and improvement of chemistry education and science teacher preparation. In particular, we have directed our research at trying to characterize the conceptual frameworks and the patterns of reasoning used by chemistry students to answer questions and solve problems that require qualitative reasoning (e.g., classification, prediction, inference, comparison). We are also exploring how students' ideas and reasoning strategies evolve as they develop more expertise in the discipline (trajectories of expertise). These studies are of central importance not only to design learning progressions that foster meaningful learning but also to improve the preparation of future chemistry teachers through the development of their assessment thinking.
Research areas of interest include:Common sense reasoning in chemistry;Learning progressions and trajectories of expertise in chemistry;Development of teacher assessment reasoning.
V. Talanquer and J. Pollard. Reforming a large foundational course: Successes and challenges. Journal of Chemical Education. 94, 1844-1851 (2017).
V. Talanquer, M. Bolger, and D. Tomanek. Exploring Prospective Teachers’ Assessment Practices: Noticing and Interpreting Student Understanding in the Assessment of Written Work. Journal of Research in Science Teaching, 52(5), 585-609 (2015).
H. Sevian and V. Talanquer. Rethinking chemistry: A learning progression on chemical thinking. Chemistry Education Research and Practice, 15(1), 10-23 (2014).
J. Maeyer and V. Talanquer. The role of heuristics in students thinking: Ranking of chemical substances. Science Education, 94(6), 963-984 (2010).
V. Talanquer. On cognitive constraints and learning progressions: The case of structure of matter. International Journal of Science Education, 31(15) 2123-2136 (2009).
V. Talanquer. Common sense chemistry: A model for understanding students' alternative conceptions. Journal of Chemical Education, 83(5), 811-816 (2006).

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