Impact of Assessment Emphasis on Organic Chemistry Students’ Explanations for an Alkene Addition Reaction

Mechanisms, Models, and Explanations: Analyzing the Mechanistic Paths Students Take to Reach a Product for Familiar and Unfamiliar Organic Reactions

(2021) Samantha K. Houchlei et al.   JOURNAL OF CHEMICAL EDUCATION

You Are What You Assess: The Case for Emphasizing Chemistry on Chemistry Assessments

(2021) Ryan L. Stowe et al.   JOURNAL OF CHEMICAL EDUCATION

Arrows on the Page Are Not a Good Gauge: Evidence for the Importance of Causal Mechanistic Explanations about Nucleophilic Substitution in Organic Chemistry

(2020) Olivia M. Crandell et al.   JOURNAL OF CHEMICAL EDUCATION

Impact of Maintaining Assessment Emphasis on Three-Dimensional Learning as Organic Chemistry Moved Online

(2020) Ryan L. Stowe et al.   JOURNAL OF CHEMICAL EDUCATION

Getting Past the Rules and to the WHY: Causal Mechanistic Arguments When Judging the Plausibility of Organic Reaction Mechanisms

(2019) Nicholas E. Bodé et al.   JOURNAL OF CHEMICAL EDUCATION

Organic Chemistry, Life, the Universe and Everything (OCLUE): A Transformed Organic Chemistry Curriculum

(2019) Melanie M. Cooper et al.   JOURNAL OF CHEMICAL EDUCATION

Resolving the complexity of organic chemistry students' reasoning through the lens of a mechanistic framework

(2018) I. Caspari et al.   Chemistry Education Research and Practice

This mechanistic step is “productive”: organic chemistry students' backward-oriented reasoning

(2018) I. Caspari et al.   Chemistry Education Research and Practice

Undergraduate chemistry students’ misconceptions about reaction coordinate diagrams

(2018) Roshan Lamichhane et al.   Chemistry Education Research and Practice

Organic chemistry students’ interpretations of the surface features of reaction coordinate diagrams

(2018) Maia Popova et al.   Chemistry Education Research and Practice

Organic chemistry students’ challenges with coherence formation between reactions and reaction coordinate diagrams

(2018) Maia Popova et al.   Chemistry Education Research and Practice

How Are Students Solving Familiar and Unfamiliar Organic Chemistry Mechanism Questions in a New Curriculum?

(2018) Declan M. Webber et al.   JOURNAL OF CHEMICAL EDUCATION

Reasoning about Reactions in Organic Chemistry: Starting It in General Chemistry

(2018) Olivia M. Crandell et al.   JOURNAL OF CHEMICAL EDUCATION

Practicing What We Preach: Assessing “Critical Thinking” in Organic Chemistry

(2017) Ryan L. Stowe et al.   JOURNAL OF CHEMICAL EDUCATION

Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol

(2016) James T. Laverty et al.   PLoS One

Organic chemistry students' ideas about nucleophiles and electrophiles: the role of charges and mechanisms

(2015) Mary E. Anzovino et al.   Chemistry Education Research and Practice

Mechanisms before Reactions: A Mechanistic Approach to the Organic Chemistry Curriculum Based on Patterns of Electron Flow

(2015) Alison B. Flynn et al.   JOURNAL OF CHEMICAL EDUCATION

Trials and tribulations: student approaches and difficulties with proposing mechanisms using the electron-pushing formalism

(2014) Gautam Bhattacharyya   Chemistry Education Research and Practice

Chemistry Education: Ten Heuristics To Tame

(2014) Vicente Talanquer   JOURNAL OF CHEMICAL EDUCATION

Using Assessments to Investigate and Compare the Nature of Learning in Undergraduate Science Courses

(2013) Jennifer Momsen et al.   CBE-Life Sciences Education

Chemistry, Life, the Universe, and Everything: A New Approach to General Chemistry, and a Model for Curriculum Reform

(2013) Melanie Cooper et al.   JOURNAL OF CHEMICAL EDUCATION

Understanding the State of the Art for Measurement in Chemistry Education Research: Examining the Psychometric Evidence

(2013) Janelle A. Arjoon et al.   JOURNAL OF CHEMICAL EDUCATION

Students’ Conceptions as Dynamically Emergent Structures

(2013) David E. Brown   Science & Education

Decorating with Arrows: Toward the Development of Representational Competence in Organic Chemistry

(2012) Nathaniel P. Grove et al.   JOURNAL OF CHEMICAL EDUCATION

Let’s teach how we think instead of what we know

(2010) Vincente Talanquer et al.   Chemistry Education Research and Practice

Making sense of the arrow-pushing formalism among chemistry majors enrolled in organic chemistry

(2008) Robert Ferguson et al.   Chemistry Education Research and Practice