| Year |
Citation |
Score |
| 2022 |
Talanquer V. The Complexity of Reasoning about and with Chemical Representations. Jacs Au. 2: 2658-2669. PMID 36590267 DOI: 10.1021/jacsau.2c00498 |
0.406 |
|
| 2020 |
Sjöström J, Eilks I, Talanquer V. Didaktik Models in Chemistry Education. Journal of Chemical Education. 97: 910-915. PMID 32587415 DOI: 10.1021/Acs.Jchemed.9B01034 |
0.312 |
|
| 2020 |
Murray SA, Huie R, Lewis R, Balicki S, Clinchot M, Banks G, Talanquer V, Sevian H. Teachers’ Noticing, Interpreting, and Acting on Students’ Chemical Ideas in Written Work Journal of Chemical Education. DOI: 10.1021/Acs.Jchemed.9B01198 |
0.324 |
|
| 2019 |
Moreira P, Marzabal A, Talanquer V. Investigating the effect of teacher mediation on student expressed reasoning Chemistry Education Research and Practice. 20: 606-617. DOI: 10.1039/C9Rp00075E |
0.497 |
|
| 2019 |
Moreira P, Marzabal A, Talanquer V. Using a mechanistic framework to characterise chemistry students' reasoning in written explanations Chemistry Education Research and Practice. 20: 120-131. DOI: 10.1039/C8RP00159F |
0.439 |
|
| 2018 |
Talanquer V. Progressions in reasoning about structure–property relationships Chemistry Education Research and Practice. 19: 998-1009. DOI: 10.1039/C7Rp00187H |
0.496 |
|
| 2017 |
Clinchot M, Lambertz J, Huie R, Banks G, Lewis R, Ngai C, Weinrich M, Sevian H, Pelletier P, Talanquer V. Better Formative Assessment The Science Teacher. 84. DOI: 10.2505/4/Tst17_084_03_69 |
0.678 |
|
| 2016 |
Weinrich ML, Talanquer V. Mapping students' modes of reasoning when thinking about chemical reactions used to make a desired product Chemistry Education Research and Practice. 17: 394-406. DOI: 10.1039/C5RP00208G |
0.441 |
|
| 2016 |
Talanquer V. Central Ideas in Chemistry: An Alternative Perspective Journal of Chemical Education. 93: 3-8. DOI: 10.1021/acs.jchemed.5b00434 |
0.371 |
|
| 2015 |
Cullipher S, Sevian H, Talanquer V. Reasoning about benefits, costs, and risks of chemical substances: Mapping different levels of sophistication Chemistry Education Research and Practice. 16: 377-392. DOI: 10.1039/C5Rp00025D |
0.34 |
|
| 2015 |
Weinrich ML, Talanquer V. Mapping students' conceptual modes when thinking about chemical reactions used to make a desired product Chemistry Education Research and Practice. 16: 561-577. DOI: 10.1039/c5rp00024f |
0.618 |
|
| 2015 |
Talanquer V. Threshold concepts in chemistry: The critical role of implicit schemas Journal of Chemical Education. 92: 3-9. DOI: 10.1021/Ed500679K |
0.475 |
|
| 2015 |
Heisterkamp K, Talanquer V. Interpreting Data: The Hybrid Mind Journal of Chemical Education. 92: 1988-1995. DOI: 10.1021/acs.jchemed.5b00589 |
0.446 |
|
| 2015 |
Banks G, Clinchot M, Cullipher S, Huie R, Lambertz J, Lewis R, Ngai C, Sevian H, Szteinberg G, Talanquer V, Weinrich M. Uncovering Chemical Thinking in Students' Decision Making: A Fuel-Choice Scenario Journal of Chemical Education. 92: 1610-1618. DOI: 10.1021/Acs.Jchemed.5B00119 |
0.596 |
|
| 2015 |
Talanquer V, Bolger M, Tomanek D. Exploring prospective teachers' assessment practices: Noticing and interpreting student understanding in the assessment of written work Journal of Research in Science Teaching. 52: 585-609. DOI: 10.1002/Tea.21209 |
0.409 |
|
| 2014 |
Ngai C, Sevian H, Talanquer V. What is this Substance? What Makes it Different? Mapping Progression in Students' Assumptions about Chemical Identity International Journal of Science Education. 36: 2438-2461. DOI: 10.1080/09500693.2014.927082 |
0.496 |
|
| 2014 |
Sevian H, Talanquer V. Rethinking chemistry: A learning progression on chemical thinking Chemistry Education Research and Practice. 15: 10-23. DOI: 10.1039/C3Rp00111C |
0.483 |
|
| 2014 |
Szteinberg G, Balicki S, Banks G, Clinchot M, Cullipher S, Huie R, Lambertz J, Lewis R, Ngai C, Weinrich M, Talanquer V, Sevian H. Collaborative professional development in chemistry education research: Bridging the gap between research and practice Journal of Chemical Education. 91: 1401-1408. DOI: 10.1021/Ed5003042 |
0.535 |
|
| 2014 |
Sjöström J, Talanquer V. Humanizing chemistry education: From simple contextualization to multifaceted problematization Journal of Chemical Education. 91: 1125-1131. DOI: 10.1021/Ed5000718 |
0.347 |
|
| 2014 |
Talanquer V. Chemistry education: Ten heuristics to tame Journal of Chemical Education. 91: 1091-1097. DOI: 10.1021/Ed4008765 |
0.525 |
|
| 2014 |
Talanquer V. Razonamiento Pedagógico Específico sobre el Contenido (RPEC) EducacióN QuíMica. 25: 391-397. DOI: 10.1016/S0187-893X(14)70554-3 |
0.345 |
|
| 2013 |
Talanquer V. When atoms want Journal of Chemical Education. 90: 1419-1424. DOI: 10.1021/Ed400311X |
0.457 |
|
| 2013 |
Young KK, Talanquer V. Effect of different types of small-group activities on students' conversations Journal of Chemical Education. 90: 1123-1129. DOI: 10.1021/Ed400049A |
0.529 |
|
| 2013 |
Xu H, Talanquer V. Effect of the level of inquiry on student interactions in chemistry laboratories Journal of Chemical Education. 90: 29-36. DOI: 10.1021/Ed3002946 |
0.64 |
|
| 2013 |
Xu H, Talanquer V. Effect of the level of inquiry of lab experiments on general chemistry students' written reflections Journal of Chemical Education. 90: 21-28. DOI: 10.1021/Ed3002368 |
0.635 |
|
| 2013 |
Talanquer V. School Chemistry: The Need for Transgression Science and Education. 22: 1757-1773. DOI: 10.1007/S11191-011-9392-X |
0.38 |
|
| 2013 |
Maeyer J, Talanquer V. Making predictions about chemical reactivity: Assumptions and heuristics Journal of Research in Science Teaching. 50: 748-767. DOI: 10.1002/Tea.21092 |
0.525 |
|
| 2013 |
Talanquer V, Tomanek D, Novodvorsky I. Assessing students' understanding of inquiry: What do prospective science teachers notice? Journal of Research in Science Teaching. 50: 189-208. DOI: 10.1002/Tea.21074 |
0.381 |
|
| 2012 |
Christian K, Talanquer V. Content-Related Interactions in Self-initiated Study Groups International Journal of Science Education. 34: 2231-2255. DOI: 10.1080/09500693.2012.708064 |
0.744 |
|
| 2012 |
Christian K, Talanquer V. Modes of reasoning in self-initiated study groups in chemistry Chemistry Education Research and Practice. 13: 286-295. DOI: 10.1039/C2Rp20010D |
0.752 |
|
| 2011 |
McClary L, Talanquer V. Heuristic reasoning in chemistry: Making decisions about acid strength International Journal of Science Education. 33: 1433-1454. DOI: 10.1080/09500693.2010.528463 |
0.455 |
|
| 2011 |
Talanquer V. Macro, submicro, and symbolic: The many faces of the chemistry "triplet", International Journal of Science Education. 33: 179-195. DOI: 10.1080/09500690903386435 |
0.343 |
|
| 2011 |
McClary L, Talanquer V. College chemistry students' mental models of acids and acid strength Journal of Research in Science Teaching. 48: 396-413. DOI: 10.1002/Tea.20407 |
0.476 |
|
| 2010 |
Talanquer V. Intuitive thinking in chemistry: Implicit assumptions and heuristics Ensenanza De Las Ciencias. 28: 165-174. DOI: 10.5565/REV/EC/V28N2.6 |
0.422 |
|
| 2010 |
Talanquer V. Exploring dominant types of explanations built by general chemistry students International Journal of Science Education. 32: 2393-2412. DOI: 10.1080/09500690903369662 |
0.436 |
|
| 2010 |
Talanquer V, Pollard J. Let's teach how we think instead of what we know Chemistry Education Research and Practice. 11: 74-83. DOI: 10.1039/c005349j |
0.357 |
|
| 2010 |
Dávila K, Talanquer V. Classifying end-of-chapter questions and problems for selected general chemistry textbooks used in the United States Journal of Chemical Education. 87: 97-101. DOI: 10.1021/Ed8000232 |
0.377 |
|
| 2010 |
Maeyer J, Talanquer V. The role of intuitive heuristics in students' thinking: Ranking chemical substances Science Education. 94: 963-984. DOI: 10.1002/Sce.20397 |
0.55 |
|
| 2009 |
Talanquer V. On cognitive constraints and learning progressions: The case of "structure of matter", International Journal of Science Education. 31: 2123-2136. DOI: 10.1080/09500690802578025 |
0.47 |
|
| 2008 |
Tomanek D, Talanquer V, Novodvorsky I. What do science teachers consider when selecting formative assessment tasks? Journal of Research in Science Teaching. 45: 1113-1130. DOI: 10.1002/Tea.20247 |
0.434 |
|
| 2008 |
Stains M, Talanquer V. Classification of chemical reactions: Stages of expertise Journal of Research in Science Teaching. 45: 771-793. DOI: 10.1002/Tea.20221 |
0.746 |
|
| 2008 |
Talanquer V. Students' predictions about the sensory properties of chemical compounds: Additive versus emergent frameworks Science Education. 92: 96-114. DOI: 10.1002/Sce.20235 |
0.512 |
|
| 2007 |
Talanquer V. Explanations and teleology in chemistry education International Journal of Science Education. 29: 853-870. DOI: 10.1080/09500690601087632 |
0.473 |
|
| 2007 |
Stains M, Talanquer V. Classification of chemical substances using particulate representations of matter: An analysis of student thinking International Journal of Science Education. 29: 643-661. DOI: 10.1080/09500690600931129 |
0.747 |
|
| 2007 |
Stains M, Talanquer V. A2: Element or compound? Journal of Chemical Education. 84: 880-883. DOI: 10.1021/Ed084P880 |
0.744 |
|
| 2007 |
Talanquer V, Tomanek D, Novodvorsky I. Revealing student teachers' thinking through dilemma analysis Journal of Science Teacher Education. 18: 399-421. DOI: 10.1007/S10972-007-9047-6 |
0.392 |
|
| 2006 |
Talanquer V. Commonsense chemistry: A model for understanding students' alternative conceptions Journal of Chemical Education. 83: 811-816. |
0.409 |
|
| 2003 |
Talanquer V, Novodvorsky I, Slater TF, Tomanek D. A Stronger Role for Science Departments in the Preparation of Future Chemistry Teachers Journal of Chemical Education. 80: 1168-1171. DOI: 10.1021/Ed080P1168 |
0.378 |
|
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