CHEMISTRY EDUCATION RESEARCH
An introduction to chemistry education research and the theories that underpin it. Develop and refine models of learning on the basis of primary literature. Explore how theories of cognition could and should inform learning objectives and assessments in college chemistry learning environments. Substantial emphasis placed on critically reading and analyzing studies in the chemistry education research literature with an eye toward the implicit and explicit theories of cognition informing the work.
Prerequisites & course information
Requisites: Graduate/professional standing Course Designation: Grad 50% - Counts toward 50% graduate coursework requirement Repeatable for Credit: No Last Taught: Fall 2026 Learning Outcomes: 1. Develop and refine a model of learning based on discussion and analysis of the primary chemistry education and science education literature Audience: Graduate 2. Design assessible learning objectives describing what students should know and be able to do at the conclusion of a college chemistry course Audience: Graduate 3. Assess the validity of conclusions in the literature on the basis of theories of cognition underpinning assessments Audience: Graduate 4. Design assessments with the capacity to measure aspects of learning objectives using evidence-centered-design Audience: Graduate Learning Outcomes: 1. Develop and refine a model of learning based on discussion and analysis of the primary chemistry education and science education literature Audience: Graduate 2. Design assessible learning objectives describing what students should know and be able to do at the conclusion of a college chemistry course Audience: Graduate 3. Assess the validity of conclusions in the literature on the basis of theories of cognition underpinning assessments Audience: Graduate 4. Design assessments with the capacity to measure aspects of learning objectives using evidence-centered-design Audience: Graduate
Sources
- Course catalogue ↗2026-2027