Vicente Talanquer

Distinguished Professor

University of Arizona

United States

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About

Vicente Talanquer is a Distinguished Professor at the University of Arizona in the United States. His research areas encompass innovative approaches to chemistry education, including the implications of chemical modeling for teaching, gender dynamics in traditional chemistry courses, and student engagement in laboratory settings. His recent publications also explore systems thinking in chemistry education and the cognitive skills of students in experimental classrooms.

Articles (19)

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2021

Collaborators (4)

Renee Cole

Professor

Iowa State University

UNITED STATES

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Patricia Moreira

University of Arizona

UNITED STATES

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Hannah Sevian

Dean

UNITED STATES

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Gregory T. Rushton

Middle Tennessee State University

UNITED STATES

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Vicente Talanquer

Research Interests

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About

Articles (19)

Exploring the Plurality of Chemical Modeling: Implications for Chemistry Teaching

Are Traditional Chemistry Courses Male-Gendered?

Examining student engagement in the organic chemistry laboratory

Thinking and Learning in Nested Systems: The Classroom Level

Exploring relationships that college instructors seek to build with intention in chemistry classrooms

An Educational Framework for Teaching Chemistry Using a Systems Thinking Approach

How We Simplify, Circumvent, or Distort Causal Mechanistic Reasoning in Chemistry

Thinking and Learning in Nested Systems: The Individual Level

PENSAMENTO QUÍMICO E AS HABILIDADES COGNITIVAS DE ESTUDANTES EM UMA AULA EXPERIMENTAL

Interview with the Chatbot: How Does It Reason?

Exploring social and cognitive engagement in small groups through a community of learners (CoL) lens

The Complexity of Reasoning about and with Chemical Representations

Analysis of factors that affect the nature and quality of student laboratory argumentation

Exploring Inequities in a Traditional and a Reformed General Chemistry Course

Exploring Variation in Ways of Thinking About and Acting to Control a Chemical Reaction

How Students Use Whiteboards and Its Effects on Group Work

Multifaceted Chemical Thinking: A Core Competence

Dimensions of Variation in Chemistry Instructors’ Approaches to the Evaluation and Grading of Student Responses

Characterizing change in students' self-assessments of understanding when engaged in instructional activities

Collaborators (4)

Renee Cole

Patricia Moreira

Hannah Sevian

Gregory T. Rushton

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