The purpose of this symposium is to explore research-in-progress and recent studies that offer new meanings to instructional approaches and student learning in the context of physical chemistry education. The presented research will provide a platform to demonstrate new contributions to our field, offer directions of future research in physical chemistry education, and discuss implications for curriculum practitioners, all based on a rigorous analysis of data. Topics are guided by, but not limited to, the themes of the 2014 CERP Special Issue on Physical Chemistry Education (see http://www.divched.org/content/chemistry-education-research-and-practice-cerp-call-papers). Each presentation will be 15 minutes with up to 4 minutes of questions from the audience. We will conclude the symposium with a panel of invited speakers to further the discussions about physical chemistry education research.
I am a rising graduate student studying Chemistry Education Research at Purdue University. The kinds of research questions that are most interesting to me deal with how chemistry faculty instructional practices are aligned with their conceptions of teaching and learning, especially in upper-level course settings. Knowledge of instructional practices and conceptions is important for how DBER scholars may work more effectively with non-DBER... Read More →
