Multifaceted Chemical Thinking: A Core Competence

Talanquer, Vicente

doi:10.1021/acs.jchemed.1c00785

Cited by 10 publications

(16 citation statements)

References 36 publications

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“…Memos were also kept for all decisions made for the analysis process. The first and second author met weekly to discuss the project, and the second author conducted an intercoder reliability study 25 on 20% of the data set (5 interviews). There was originally 96% agreement, and all coding disagreements were discussed until agreement was reached.…”

Section: Discussionmentioning

confidence: 99%

Encouraging Biochemistry Students’ Metacognition: Reflecting on How Another Student Might Not Carefully Reflect

Heidbrink

Weinrich

2021

J. Chem. Educ.

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Many studies in science education research have found metacognition to be beneficial for undergraduate STEM students. Students do not necessarily know how to employ their metacognition without some training or prompting, and undergraduate chemistry instructors do not always have the capacity to instruct their students on metacognition. Thus, it would be beneficial for instructors and students if metacognition development could be implicitly incorporated into typical classroom activities. In this study, 25 undergraduate students in an upper-division biochemistry course were interviewed via a think-aloud protocol. In the interviews, they were asked to solve two open-ended buffer problems. Before answering the second buffer problem, the students were asked questions designed to target their metacognition. The interview transcripts were qualitatively analyzed through a codebook thematic analysis, with deductive and inductive coding, to understand the types of metacognitive knowledge and metacognitive skills these students demonstrated while solving the buffer problems. The transcripts were also analyzed to understand how these metacognitive prompts may have changed students’ metacognitive approaches to solving the problems. Overall, 20 of the 25 students demonstrated some type of metacognition in response to the metacognitive prompts that they had not demonstrated in the first buffer problem. We discuss how asking students to think how an “unreflective” student would answer a question can prompt students to metacognitively evaluate their thought processes.

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Section: Discussionmentioning

confidence: 99%

Encouraging Biochemistry Students’ Metacognition: Reflecting on How Another Student Might Not Carefully Reflect

Heidbrink

Weinrich

2021

J. Chem. Educ.

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“…Curricula and guidelines emphasise the importance of students developing knowledge and abilities to reason about relevant chemical phenomena and processes from the aspects of how and why. But, as stated before, teaching and learning chemistry is considered a rich, complex, and multifaceted task addressed by several scholars (e.g., Hussein & Reid, 2009;Johnstone, 1982Johnstone, , 1991Johnstone, , 2009Jong & Taber, 2014;Markic & Childs;Molander, 2016;Osborne, 2002;Taber, 2013Taber, , 2015Talanquer, 2011Talanquer, , 2013Talanquer, , 2021. Within the chemistry community, there is a great emphasis on developing teaching where students, in different ways and contexts, can engage in activities promoting chemistry reasoning (e.g., Abir & Dori 2013, Ehdwall & Wickman, 2018Gilbert & Justi, 2016;Markic & Childs, 2016;Molander, 2016;Repice et al, 2016;Talanquer, 2021) contributing to meaning-making, explanations and argumentations.…”

Section: Challenges In Chemistry Reasoningmentioning

confidence: 99%

“…According to Talanquer (2013Talanquer ( , 2021, the complexity of chemistry reasoning can be viewed from different aspects of chemical thinking. When addressing chemical thinking, Talanquer (2021) suggests six different dimensions of how chemical thinking and reasoning in chemistry education may vary. The dimensions are granularity, dimension, frame, basis, mode, and focus (Figure 2).…”

Section: Challenges In Chemistry Reasoningmentioning

confidence: 99%

“…The dimensions are granularity, dimension, frame, basis, mode, and focus (Figure 2). Granularity, dimensions, and frame relate to the entities and properties targeted in reasoning, while base mode and focus relate to the approach or perspective used to create argument(s) or explanation(s) (Talanquer, 2021). (Talanquer, 2021, p. 3451).…”

Section: Challenges In Chemistry Reasoningmentioning

confidence: 99%

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MODELLING-BASED TEACHING IN CHEMISTRY IN A MULTILINGUAL CONTEXT : A tool to explore and visualise the non-spontaneous and abstract?

Widing

2022

Studies in Science and Technology Education

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The thesis aims to investigate modelling-based teaching in the multilingual context.Modelling-based teaching concerns when students create, discuss, and evaluate representations to visualise concepts and processes. In this thesis, modelling-based teaching has been used in polymer chemistry at a Swedish secondary school. Data has xiv 5.2 Paper 2: A social semiotic lens to capture meaning-making of polymeric concepts during modelling in chemistry education .

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“…Some papers were read by more than one participant. The most popular two papers were “Sashaying Across Party Lines: Evidence of and Arguments for the Use of Validity Evidence in Qualitative Education Research” and “Multifaceted Chemical Thinking: A Core Competence”, read by six participants each. Each of these papers was recommended within the group in the first 2 weeks of the challenge.…”

Section: Analysis Of Papers Readmentioning

confidence: 99%

To Read Is the Challenge─Insights from 100 Days, 100 Papers Reading Challenge in Chemistry Education Research

et al. 2022

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The lack of time available for staying up to date with the literature is a common issue for scholars and practitioners in many disciplines. A recent challenge issued on Twitter with the goal to read 100 papers in 100 days attracted the attention of several members of the chemistry education research community. In this paper, we report the outcomes of this reading challenge, including insights into the group composition, its reading preferences, and challenges participants face. We also provide an overview of the themes covered in the group’s readings obtained via natural language processing of the abstracts of the papers read by the group. Common themes in the papers were generally centered around students, learning, and chemistry, with an emphasis on research validity and the role of technology in chemistry instruction. Differences between individual participants’ reading choices and those of the group as a whole are visualized using semantic network plots.

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Multifaceted Chemical Thinking: A Core Competence

Cited by 10 publications

References 36 publications

Encouraging Biochemistry Students’ Metacognition: Reflecting on How Another Student Might Not Carefully Reflect

Encouraging Biochemistry Students’ Metacognition: Reflecting on How Another Student Might Not Carefully Reflect

MODELLING-BASED TEACHING IN CHEMISTRY IN A MULTILINGUAL CONTEXT : A tool to explore and visualise the non-spontaneous and abstract?

To Read Is the Challenge─Insights from 100 Days, 100 Papers Reading Challenge in Chemistry Education Research

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