Metamodeling ideas move beyond using a model to solve a problem to consider the nature and purpose of a model, such as reasoning about a model’s empirical basis and understanding why and how a model might change or be replaced. Given that chemistry relies heavily on the use of models to describe particulate-level phenomena, developing sophisticated ideas about models reflects a critical competency for undergraduate students in chemistry courses.

As chemistry education, and science education more broadly, have shifted to emphasize realistic scientific practices as an important component of education, a number of researchers have used the Students’ Understanding of Models in Science (SUMS) instrument to assess students’ knowledge about scientific models and modelling.

As a pedagogical approach, process oriented guided inquiry learning (POGIL) allows students to socially construct knowledge through iterative cycles that include three steps: exploring a model, inventing a concept, and applying the resulting ideas. A growing body of research indicates that relative to lecture-based approaches, POGIL supports student learning more effectively.

Meet the Summer 2020 Team! We are making the most of working from home! 

Congratulations to Avery (B.S. Neuroscience) and Emily (B.S. Chemistry) on their Class of 2020 graduation!

Johnny, Kat, and Nicole attended the Research on Undergraduate Mathematics Education (RUME) Conference from February 27th- February 29th in Boston.

Explanations of phenomena in chemistry are grounded in discussions of particulate-level behavior, but there are limitations to focusing on single particles, or as an extension, viewing a group of particles as displaying uniform behavior.

In December, the group made holiday cards and treats for faculty and staff in the Chemistry Department that have helped make this a successful year!

The Becker Research Group celebrated semester successes and welcomed our newest members during lunch at Graze!