The language of chemistry is remarkably powerful, conveying vast amounts of information through concise symbolic representations; however, while this efficiency is invaluable to experts, it creates a significant entry barrier for students who must first learn to decode its meaning. Although chemistry education research has extensively examined students' symbolic understanding, little attention has been given to how active learning may enhance this understanding more effectively than traditional approaches. This research project aims to investigate how students develop chemistry and mathematical sensemaking skills and symbolic understanding in active learning environments. This includes exploring how students can achieve blended sensemaking by integrating their mathematical knowledge with their understanding of chemical concepts to interpret and utilize these symbolic representations effectively

Project Team

Dr. Paulette Vincent Ruz (Department of Chemistry & Biochemistry)

Dr. Marshall Taylor (Department of Sociology)

Dr. Michael Hout (Department of Psychology)

Dr. Giovanna Del Sordo (Postdoctoral Researcher)

Publications

Funding