Search
Professional development aligned with AP Chemistry curriculum: Promoting science practices and facilitating enduring conceptual understanding
Resource
The recent revisions to the advanced placement (AP) chemistry curriculum promote deep conceptual understanding of chemistry content over more rote memorization of facts and algorithmic problem solving.…
Fostering High School Students’ Conceptual Understanding and Argumentation Performance in Science through Quality Talk Discussions
Resource
The purpose of our quasi‐experimental study was to examine the effectiveness of Quality Talk Science, a professional development model and intervention, in fostering changes in teachers’ and students’ discourse practices…
Resource
In this article, authors examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers.…
Exploring Adaptations of the VisChem Approach: Advancements and Anchors toward Particle-Level Explanations
Resource
The Next Generation Science Standards (NGSS) have been imperative for informing many facets of the chemistry education research field, one of which includes the professional development (PD) of high school teachers. While…
A Design-Based Process in Characterizing Experienced Teachers’ Formative Assessment Enactment in Science Classrooms
Resource
Formative assessment can facilitate teachers’ abilities to elicit and notice the disciplinary substance of students’ thinking and to respond based on this. Following a design-based process, we developed principled…
Secondary Chemistry Teacher Learning: Precursors for and Mechanisms of Pedagogical Conceptual Change
Resource
Despite years of research and practice inspired by chemistry education research, a recent report shows that US secondary instruction is not aligned with current national reform-based efforts. One means to mitigate this…
Investigating the Mangle of Teaching Oxidation–Reduction with the VisChem Approach: Problematising Symbolic Traditions that Undermine Chemistry Concept Development
Resource
Specific to the topic of oxidation–reduction (redox), teachers are obligated by the discipline to prioritise symbolic traditions such as writing equations, documenting oxidation states, and describing changes (e.g., what…
Investigating Teacher–Teacher Feedback: Uncovering Useful Socio-pedagogical Norms for Reform-based Chemistry Instruction
Resource
Teacher–teacher feedback is an important feature of professional learning. However, deeply ingrained socio-pedagogical norms may affect both the nature and content of feedback, constraining its effectiveness. Prior studies…
Resource
In this study, we examine the results of high school teacher implementation of the VisChem Approach in four classrooms following an intensive professional development program.
Most chemistry instruction…
Beyond Convenience: A Case and Method for Purposive Sampling in Chemistry Teacher Professional Development Research
Resource
In this report, we present a novel solution to the problem of multiple-criterion-focused selection of research and PD participants when the number of applicants to participate outnumbers the availability of resources…
Resource
Situated in the context of advanced placement (AP) reform in the United States, we investigated profiles of teachers’ motivation for participating in professional development (PD) courses in a two-cohort sample of nt1 = 2,…
Target Inquiry: Transforming In‐Service Teacher Professional Development and Instruction in High School Chemistry (Yezierski, Herrington)
Resource
This session presents results of a four-year longitudinal, mixed-methods study showing how Target Inquiry affects teacher beliefs, transforms teacher practice, and increases student achievement…