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Sunday, August 3 • 2:00pm - 5:00pm
S10: Physical Chemistry Education Research

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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.  

Presider: Michael Mack, Purdue University

Related Papers

Introduction (2:00 pm to 2:05 pm)
P62: Design, development and evaluation of the Thermochemistry Concept Inventory (2:05 pm to 2:25 pm)
P63: Evaluating physical chemistry teaching methods using an original quantum chemistry concept inventory (2:25 pm to 2:45 pm)
P64: Learning quantum chemistry via a visual-conceptual approach: Students' bidirectional textual and visual understanding (2:45 pm to 3:05 pm)
P65: Incorporating particulate modeling for conceptualization of gas syringe (3:05 pm to 3:25 pm)
Break (3:25 pm to 3:40 pm)
P66: Update to the problem-solving mindset: Thoughts and observations from the trenches (3:40 pm to 4:00 pm)
P67: Interactive engagement strategies for undergraduate physical chemistry (4:00 pm to 4:20 pm)
P68: Using context and problem-based learning in the subject of thermodynamics (4:20 pm to 4:40 pm) WITHDRAWN
P69: Emergent themes of research in physical chemistry education (4:40 pm to 5:00 pm) WITHDRAWN


Michael Mack

PhD Candidate, Purdue University
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 →


Marcy Towns

Purdue University

Sunday August 3, 2014 2:00pm - 5:00pm
LOH 164