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Education and Appointments
- B.S. 1985,
Universidad Nacional Autónoma de México
- M.A. 1987,
Universidad Nacional Autónoma de México
- Ph.D. 1992,
Universidad Nacional Autónoma de México
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Honors
- Outstanding Young Professor in Physical Sciences Education, UNAM, 1998.
- Early-Career Teaching Award. College of Science, University of Arizona., 2004
- Five Star Teaching Award, University of Arizona, 2006
- Leicester & Kathryn Sherrill Creative Teaching Award. University of Arizona., 2007
Research Interests
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Associate Professor of Chemistry
Vicente A. Talanquer
vicente@u.arizona.edu
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Office:
Old Chemistry 135
Phone: (520) 626-8169
Fax: (520) 621-8407
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Curriculum Vitae
List of Publications
Research Group Homepage
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| Research Summary | Chemical Education Research
The focal point of our work is the study, reflection, and improvement of chemistry education and science teacher preparation. In particular, we have
directed our research at trying to characterize the conceptual frameworks and the patterns of reasoning used by chemistry students to answer questions and solve problems that require qualitative reasoning (classification, prediction, inference, comparison). We are also exploring how students' ideas and reasoning strategies evolve as they develop more expertise in the discipline (trajectories of expertise). These studies are of central importance not only to design learning progressions that foster meaningful learning but also to improve the preparation of future chemistry teachers through the development of their pedagogical content knowledge.
Current areas of interest include:
Common sense reasoning in chemistry;
Qualitiative reasoning in chemistry;
Learning progressions and trajectories of expertise in
chemistry;
Development of pedagogical content
knowledge in novice and expert chemistry teachers.
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| Selected Publications |
- V. Talanquer. Explanations and teleology in chemistry education. International Journal of Science Education. 29(7), 853 (2007).
- M. Veron and V. Talanquer. Classification schemes used by chemistry students to identify chemical substances. International Journal of Science Education. 29(5), 643 (2007).
- V. Talanquer, D. Tomanek, and I. Novodvorsky. Revealing student teachers’ thinking through dilemma analysis. Journal of Science Teacher Education. 18(3), 399 (2007).
- V. Talanquer. Common sense chemistry: A model for understanding students’ alternative conceptions. J. Chem. Ed. 83(5), 811 (2006).
- J. Pollard and V. Talanquer. Interactive Digital Overheads: Dynamic teaching tools for the chemistry classroom. The Chemical Educator. 10, 36 (2005).
- V. Talanquer, I. Novodvorsky, T.
F. Slater, and D. Tomanek. A stronger role for science departments in
the preparation of future chemistry teachers. J. Chem. Ed. 80
1168 (2003).
- V. Talanquer. Common sense
chemistry: The root of misconceptions. The Science Teacher, 69
(8) 46 (2002).
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