This presentation celebrates the career accomplishments of Diane Bunce, who has led by example in promoting research in chemistry education that is both inclusive and collaborative. These ideals have been applied in work with chemistry teachers in schools, and show the expansiveness and potential of Professor Bunce’s influence on the field of chemistry education. Our design-based work is collaboratively led by middle and high school teachers of chemistry in Boston and chemistry education researchers at UMass Boston. A short history of two phases across the past six years will summarize studies of student learning that contributed to developing the Chemical Thinking Learning Progression, and more recent studies of using formative assessment as a lever to change teaching practices to promote students’ development of chemical thinking. Our most recent work in studying “leading from the classroom” will be highlighted as an example of how the teachers on the project leadership team have driven the research forward. In this study, we are examining the leadership practices of chemistry teachers who plan and lead the Assessing for Change in Chemical Thinking program, which is a yearlong peer-led professional development program for middle and high school teachers. By studying asset moments from videos of the planning, implementation, and debriefing, we unpack how the teachers draw upon their expertise to set norms, enact facilitation moves, support teachers’ growth of teaching for chemical thinking, and apply professional vision.

Inclusive and collaborative chemistry education research with chemistry teachers in schools

2019 Spring National Meeting

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