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Jon-Marc G. Rodriguez

Assistant Professor

University of Wisconsin-Milwaukee

United States

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Research Interests

Educational Technology

30%

Environmental Chemistry

20%

Learning Science

40%

Computational Thinking

40%

Chemistry

30%

Reactivity Studies

30%

Teaching And Learning

30%

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Articles15

Using Analytic Autoethnography to Characterize the Variation in the Application of the Resources Framework: What Is a Resource?

Year:

2024

“Navigating and Applying Epistemic Integrity” as a Missing Science Practice: Re-envisioning Ethics for Both Undergraduate Chemistry Students and Instructors

Year:

2024

Self-Reported Limitations in Chemistry Education Research: Providing Specific and Contextualized Limitations Supports Researchers and Practitioners

Year:

2024

Using Hypothetical Scenarios to Address Social Desirability Bias: Investigating Student Perceptions, Evaluations, and Motivations of Cheating and Academic Integrity in the General Chemistry Laboratory

Year:

2024

The Importance of Clear Expectations Related to Academic Integrity in a Chemistry Course Syllabus: What Counts as Cheating?

Year:

2024

A Review of Course-Based Undergraduate Research Experiences in Chemistry

Year:

2023

Comparing Student and Generative Artificial Intelligence Chatbot Responses to Organic Chemistry Writing-to-Learn Assignments

Year:

2023

The use of frameworks in chemistry education research

Year:

2023

A review of research on the teaching and learning of chemical bonding

Year:

2022

Analysis of biochemistry students’ graphical reasoning using misconceptions constructivism and fine-grained constructivism: why assumptions about the nature and structure of knowledge matter for research and teaching

Year:

2021

Making sense of sensemaking: Using the sensemaking epistemic game to investigate student discourse during a collaborative gas law activity

Year:

2021

Making sense of sensemaking: using the sensemaking epistemic game to investigate student discourse during a collaborative gas law activity

Year:

2021

Supporting engagement in metamodeling ideas in general chemistry: Development and validation of activities designed using process oriented guided inquiry learning criteria Authors

Year:

2020

Graphical forms: The adaptation of Sherin’s symbolic forms for the analysis of graphical reasoning across disciplines

Year:

2020

Analyzing students’ construction of graphical models: How does reaction rate change over time?

Year:

2020

Collaborators6

Nicole Becker

Associate Professor

The University of Iowa University College

UNITED STATES

Field Watts

University of Michigan

UNITED STATES

Meng-Yang Wu

Assistant Professor

Ohio State University

UNITED STATES

Jocelyn Elizabeth Nardo

Assistant Professor

Ohio State University

UNITED STATES

Leah Scharlott

Graduate Teaching Assistant

The University of Iowa University College

UNITED STATES

Amber J. Dood

University of Michigan

UNITED STATES

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