CERGinar

We run a regular webinar series (an online seminar, which because they are organised through CERG we are affectionately calling CERGinar…)

Presenters were asked to share some detail of methods used, analysis and interpretation of data, and implications to teaching, as well as answer lots of questions – all in an hour (easy, right?!).

The list of presentations are below and are available in perpepuity. Thank you to all speakers for sharing their expertise in this way – not the easiest task! If you find something that you like, do drop them a line of acknowledgement!

• Alison Flynn, University of Ottawa: Organic reaction mechanisms: symbolism, patterns, and explanations
• Keith Taber, University of Cambridge:The challenge of doing experimental studies in science education research
• Nathaniel Grove, University of North Carolina Wilmington: What can cognitive science teach us about Lewis structures? Using physiological data to explore the relationship between cognitive load and Lewis structure construction
• Donald Wink, University of Illinois at Chicago: The role and process of case studies: How frameworks support rich descriptions of chemistry education
• Nicole Graulich, University of Giessen: Capturing students’ mechanistic reasoning – approaches and challenges in organic chemistry
• Ginger Shultz, University of Michigan: Writing-to-learn science: Research and practice informed by sociocultural theory
• Vicente Talanquer, University of Arizona: Controlling IntuItion
• Jack Barbera, Portland State University: The flipped learning environment in chemistry (recorded seminar)
• Vanessa Kind, Durham University: Pedagogical content knowledge: lessons from research and policy for improving teaching quality
• Santiago Sandi Ureña, University of Costa Rica: Phenomenological characterization of learning in the college chemistry laboratory
• Scott Lewis, University of South Florida: At-risk students and equity in post-secondary introductory chemistry
• Kinsey Bain, Michigan State University: It’s just math: Investigating undergraduate student understanding of chemical kinetics
• Maia Popova, University of Nebraska – Lincoln: Organic chemistry students’ challenges with coherence formation between reactions and reaction coordinate diagrams
• Renée Cole, University of Iowa: Characterizing the nature of classroom discourse
• Gwendolyn Lawrie, University of Queensland: Scaffolding learning with multiple representations in hybrid environments 
• Sam Pazicni, University of New Hampshire: Tackling the Textbook: The Use and Usefulness of Chemistry’s Most Ubiquitous Resource
• Stacey Lowery Bretz, Miami University Ohio: Measuring Students’ Understandings of Multiple Representations in Chemistry