Design of chemical thinking-based learning

Publications about the design of chemical thinking-based learning

The development of a learning progression to describe likely pathways in the evolution of students' chemical thinking is critical to designing formative assessments to best understand and advance students' chemical thinking.  It is equally critical to map this progression to the practices that experience science teachers use in their science classrooms.  Relevant publications about these topics are below.  

Sevian, H., & Dini, V. (2019). A design-based process in characterizing experienced teachers’ formative assessment enactment in science classrooms. In E. McLoughlin, O. Finlayson, S. Erduran, & P. Childs (Eds.) Building research and practice in science education: Selected papers from the ESERA 2017 conference, pp. 325-337. Dordrecht: Springer.

Sevian, H. & Talanquer, T. (2014). Rethinking chemistry: A learning progression on chemical thinking. Chemistry Education Research and Practice, 15(1), 10-23.


We are happy to share the results and products of our work. Please feel free to  to request any papers you are interested in reading, if you are not able to obtain them from your library.