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Research

The research from the VisChem project describes and explains how teachers’ use of dynamic, molecular-level visualizations in secondary chemistry classrooms afford and constrain student learning as well as inform students’ ideas about molecular-level behavior underpinning chemical and physical changes. We hope these papers support both chemistry teacher learning and quality implementation of the VisChem Approach. This material is based upon work supported by the National Science Foundation under Award No. DRL-1908121.

  1. Magnone, K. Q., & Yezierski, E. (2024). Generating an evidence-based guide to scaffolding sodium chloride dissolution using the VisChem Approach. Journal of Chemical Education, 101(4), 1416–1424. https://doi.org/10.1021/acs.jchemed.3c00989
  2. Magnone, K. Q., & Yezierski, E. (2024). Applying the VisChem Approach in high school classrooms: Chemical learning outcomes and limitations. Journal of Chemical Education, 101(3), 727-740. https://doi.org/10.1021/acs.jchemed.3c00827
  3. Magnone, K. Q., & Yezierski, E. (2024). Beyond convenience: A case and method for purposive sampling in chemistry teacher professional development research. Journal of Chemical Education, 101(3), 718-726. https://pubs.acs.org/doi/10.1021/acs.jchemed.3c00217
  4. Wu, M-Y M., & Yezierski, E. (2023). Investigating teacher-teacher feedback: Uncovering useful socio-pedagogical norms for reform-based chemistry instruction. Journal of Chemical Education, 100(11), 4224-4236.  https://doi.org/10.1021/acs.jchemed.3c00409 
  5. Wu, M-Y M., & Yezierski, E. (2023). Investigating the mangle of teaching oxidation-reduction with the VisChem approach: Problematising symbolic traditions that undermine chemistry concept development. Chemistry Education Research and Practice, 24, 807 - 827.  DOI: 10.1039/d2rp00321j
  6. Wu, M-Y M., & Yezierski, E. (2023). Secondary chemistry teacher learning: precursors for and mechanisms of pedagogical conceptual change. Chemistry Education Research and Practice, 4, 245-262.  https://doi.org/10.1039/D2RP00160H
  7. Wu, M-Y M., & Yezierski, E. (2022). Exploring adaptations of the VisChem Approach: Advancements and anchors toward particle-level explanations. Journal of Chemical Education, 99(3), 1313–1325.  https://doi.org/10.1021/acs.jchemed.1c01275
  8. Wu, M-Y M., & Yezierski, E. (2022). Pedagogical chemistry sensemaking: a novel conceptual framework to facilitate pedagogical sensemaking in model-based lesson planning. Chemistry Education Research and Practice, 23, 287-299.  https://doi.org/10.1039/D1RP00282A
  9. Wu, M-Y M., Magnone, K., Tasker, R., and Yezierski, E. J. (2021). Remote chemistry teacher professional development delivery: Enduring lessons for programmatic redesign. Journal of Chemical Education, 98(8), 2518-2526.  https://pubs.acs.org/doi/10.1021/acs.jchemed.1c00181