Faculty Directory

Vicente Talanquer

Distinguished Professor
Degrees and Appointments: 
B.S. 1985, Universidad Nacional Autónoma de México
M.A. 1987, Universidad Nacional Autónoma de México
Ph.D. 1992, Universidad Nacional Autónoma de México
Awards and Honors: 
Early-Career Teaching Award. College of Science, University of Arizona., 2004
Five Star Teaching Award, University of Arizona, 2006
Leicester and Kathryn Sherrill Creative Teaching Award. University of Arizona., 2007
Henry and Phyllis Koffler Prize in Teaching. University of Arizona, 2012
James Flack Norris Award for the Outstanding Teaching of Chemistry. Northeastern Section of the ACS, 2012
Distinguished Achievement in Science Education Award. College of Science, University of Arizona, 2013
University Distinguished Professor. University of Arizona, 2015
Arizona Professor of the Year. Carnegie Foundation, 2015
Research Summary: 

The focal point of our work is the study, reflection, and improvement of chemistry education and science teacher preparation. In particular, we have directed our research at trying to characterize the conceptual frameworks and the patterns of reasoning used by chemistry students to answer questions and solve problems that require qualitative reasoning (e.g., classification, prediction, inference, comparison). We are also exploring how students' ideas and reasoning strategies evolve as they develop more expertise in the discipline (trajectories of expertise). These studies are of central importance not only to design learning progressions that foster meaningful learning but also to improve the preparation of future chemistry teachers through the development of their assessment thinking.

Research areas of interest include:Common sense reasoning in chemistry;Learning progressions and trajectories of expertise in chemistry;Development of teacher assessment reasoning.

Additionally, we work in the development of chemistry curricula and educational materials. Visit the following pages to check out some of our work:

Chemical Thinking Curriculum
Interactive Chemistry Resources
The Point: Educational Resources for Secondary School on Optical Materials and Devices

  • M. Weinrich and V. Talanquer. Mapping students’ conceptual modes when thinking about chemical reactions used to make a desired product. Chemistry Education Research and Practice, 16, 561-577 (2015).
  • V. Talanquer, M. Bolger, and D. Tomanek. Exploring Prospective Teachers’ Assessment Practices: Noticing and Interpreting Student Understanding in the Assessment of Written Work. Journal of Research in Science Teaching, 52(5), 585-609 (2015).
  • H. Sevian and  V. Talanquer. Rethinking chemistry: A learning progression on chemical thinking. Chemistry Education Research and Practice, 15(1), 10-23 (2014).
  • J. Maeyer and V. Talanquer. The role of heuristics in students thinking: Ranking of chemical substances. Science Education, 94(6), 963-984 (2010).
  • V. Talanquer. On cognitive constraints and learning progressions: The case of structure of matter. International Journal of Science Education, 31(15) 2123-2136 (2009).
  • V. Talanquer. Common sense chemistry: A model for understanding students' alternative conceptions. Journal of Chemical Education, 83(5), 811-816 (2006).