Webinar Series (Part 3 of 3)

Student Misconceptions in Chemistry

An Alternative to the Misconceptions-View of Learning and Assessment

Dr. Stowe explains the benefit and process of shifting our teaching practices away from considering “incorrect” student answers as indicators of define-able “misconceptions.” If we, instead, assume a “wrong answer” represents a momentary coalescence of small bits of knowledge, we can identify these “bits” and focus instruction on supporting useful “bit” activation across contexts. Dr. Stowe translates evidence and research into productive takeaways for teachers of first and second-year chemistry courses.

Originally aired on: December 3, 2021

Dr. Ryan L. Stowe

Dr. Ryan Stowe, assistant professor of chemistry at the University of Wisconsin, Madison, leads a research group focused on precisely operationalizing learning in terms of what students should know and be able to do with their knowledge. He has researched the design, analysis, and refinement of the learning environment to help students explain and model phenomena in terms of atomic/molecular interactions. Highly interdisciplinary, this approach draws on cognitive psychology and chemical education research.

More Informative Webinars for Chemistry Instructors

Assessment OF, FOR and AS Learning

Assessment OF learning lets students demonstrate achievement. Assessment FOR learning is done to give feedback to learners/teachers on learning/teaching, and assessment AS learning promotes self regulation and critical evaluation. Here how, when and why to do all three.

Misconceptions that Chemistry Instructors Inadvertently Create through their Teaching

Sometimes the teaching methods we use to simplify complex chemistry concepts have the unintended consequence of causing confusion in students that only surfaces later on. Dr. Barke explains these ‘school-based misconceptions’ and ways we can prevent and address them.

Misconceptions that Students Bring with Them into the Chemistry Classroom

Many students’ conceptual difficulties in chemistry result from assumptions they hold about the natural world and mental shortcuts they take in their reasoning. Dr. Talanquer helps instructors understand, predict, and fix these underlying misconceptions.

Hear Why Faculty Choose Aktiv Chemistry

Professors from over 600 colleges and universities pick Aktiv Chemistry to up engagement and improve learning outcomes.

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