Title: Applying a knowledge systems perspective: Why learning theories matter for teaching and learning
Abstract:
A large body of discipline-based education research has focused on identifying and replacing misconceptions, an approach critiqued for emphasizing what students are “unable” to do. In contrast, theoretical perspectives such as the resources framework and knowledge-in-pieces model students’ knowledge as dynamic, manifold, and context-dependent. This knowledge systems perspective informs both research and teaching by focusing on recognizing, activating, and refining the productive resources students already possess. Using examples from our work and the literature, we illustrate how these theoretical commitments shape research questions, guide methodological choices, and provide insights for designing learning environments that build on students’ existing ideas.
Bio:
Dr. Jon-Marc G. Rodriguez is an Assistant Professor in the Department of Chemistry & Biochemistry at the University of Wisconsin–Milwaukee. He earned a B.S. in Pharmacological Chemistry and an M.S. in Chemistry from UC San Diego, and a Ph.D. in Chemistry from Purdue University. His research in chemistry education explores how students make sense of equations, interpret and construct graphs, and engage with mathematical reasoning in chemistry. His recent work examines the intersection of ethics with learning and research practices. He is also committed to supporting the growth of the chemistry education research community, especially individuals at the periphery, such as emerging researchers, instructors, and undergraduates interested in participating in science.
Keywords: discipline-based education research; chemistry; teaching