3-Part Webinar Series

Student Misconceptions In Chemistry

How to identify, address, and prevent them

Join renowned chemical education researchers as they share evidence-based teaching and assessment practices.

All sessions aired on Friday at 1:00 PM EST

  • Nov. 12: The misconceptions students bring into the classroom
  • Nov. 19: The misconceptions instructors create while teaching
  • Dec. 3: An alternative to the misconceptions-view

Save your seat today!

Shapes TL

Dr. Vicente Talanquer

Misconceptions that Students Bring with Them Into the Chemistry Classroom

University of Arizona,
Talanquer CERP group, founder Chemical Thinking curriculum

Friday, November 12, 2021
at 1:00 PM EST

Dr. Hans-Dieter Barke

Misconceptions that chemistry instructors inadvertently create through their teaching

University of Münster,
Author of Essentials of Chemical Education, Misconceptions in Chemistry Education

Friday, November 19, 2021
at 1:00 PM EST

Dr. Ryan L. Stowe

An alternative to the misconceptions-view of learning and assessment

University of Wisconsin,
Stowe Research Group

Friday, December 3, 2021
at 1:00 PM EST

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. Vicente Talanquer will share an explanatory framework that helps instructors understand and even predict these underlying misconceptions and also address them so students can build a firmer foundation in chemistry.

Dr. Vicente Talanquer

Dr. Vicente Talanquer, a distinguished professor of chemistry and biochemistry at the University of Arizona, is a recipient of numerous prestigious awards for teaching excellence and chemical education research. He is a co-founder of the Chemical Thinking curriculum, which introduces college students to chemistry as a powerful way of thinking with multiple applications in critical areas such as human health, environmental protection, and sustainable development. 

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’s research has uncovered the most common of these ‘school-based misconceptions’ and he will share adjustments that instructors can make to prevent these issues as well as ways to identify and fix these misconceptions that may be lurking beneath the surface.

Dr. Hans-Dieter Barke

Dr. Barke is professor emeritus of the University of Münster, Institute for Didactics of Chemistry, Germany. He is an author of “Misconceptions in Chemistry: Addressing Perceptions in Chemical Education” and “Essentials of Chemical Education” books. Dr. Barke is also a recipient of the prestigious Johann-Friedrich-Gmelin Award of the division of chemistry education within the German Chemical Society (GDCh).

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.

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.

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