Stacey Lowery Bretz’s research has shaped chemistry education research (CER) through creating a strong understanding of students’ misconceptions and by developing reliable concept inventories that can be used to shape teaching practices. Stacey’s work has helped develop robust interview techniques using representations to uncover student misconceptions through cognitive dissonance. Her contributions have shown the importance of measuring students' understanding and eliciting students' prior knowledge in order to construct a firm foundation for new knowledge. She has challenged the field of CER to continue addressing students’ misconceptions both in the research lab and in classrooms while also uncovering how students struggle to learn chemistry. This presentation will highlight key lessons learned from Stacey Lowery Bretz about conducting quality qualitative research, and how those lessons have influenced intermolecular and intramolecular forces misconceptions research being conducted at Texas State University.

Going beyond memorized answers: Using semi-structured interviews to elicit student misconceptions

Macromolecular Chemistry: The Second Century

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ACS Spring 2020 National Meeting & Expo

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.