Publications
71. Magnone, K. Q., & Yezierski, E. (2024). Generating an evidence-based guide to scaffolding sodium chloride dissolution using the VisChem Approach. Journal of Chemical Education, 101(4), 1416–1424. https://doi.org/10.1021/acs.jchemed.3c00989
70. Magnone, K. Q., & Yezierski, E. (2024). Applying the VisChem Approach in high school classrooms: Chemical learning outcomes and limitations. Journal of Chemical Education, 101(3), 727-740. https://doi.org/10.1021/acs.jchemed.3c00827
69. Magnone, K. Q., & Yezierski, E. (2024). Beyond convenience: A case and method for purposive sampling in chemistry teacher professional development research. Journal of Chemical Education, 101(3), 718-726. https://pubs.acs.org/doi/10.1021/acs.jchemed.3c00217
68. Wu, M-Y M., & Yezierski, E. (2023). Investigating teacher-teacher feedback: Uncovering useful socio-pedagogical norms for reform-based chemistry instruction. Journal of Chemical Education, 100(11), 4224-4236. https://doi.org/10.1021/acs.jchemed.3c00409
67. Wu, M-Y M., & Yezierski, E. (2023). Investigating the mangle of teaching oxidation-reduction with the VisChem approach: Problematising symbolic traditions that undermine chemistry concept development. Chemistry Education Research and Practice, 24, 807 - 827. DOI: 10.1039/d2rp00321j
66. Magnone, K. Q., Ebert, J. A., Creeden, R., Karlock, G., Loveday, M., Blake, E., Pratt, J. M., Schafer, A. G. L., & Yezierski, E. J. (2023). Cognitively loaded: An investigation of educational chemistry YouTube videos’ adherence to Mayer’s Multimedia Principles. Journal of Chemical Education, 100(2), 432-441. https://doi.org/10.1021/acs.jchemed.2c00591
65. Wu, M-Y M., & Yezierski, E. (2023). Secondary chemistry teacher learning: precursors for and mechanisms of pedagogical conceptual change. Chemistry Education Research and Practice, 4, 245-262. https://doi.org/10.1039/D2RP00160H
64. Wu, M-Y M., & Yezierski, E. (2022). Exploring adaptations of the VisChem Approach: Advancements and anchors toward particle-level explanations. Journal of Chemical Education, 99(3), 1313–1325. https://doi.org/10.1021/acs.jchemed.1c01275
63. Wu, M-Y M., & Yezierski, E. (2022). Pedagogical chemistry sensemaking: a novel conceptual framework to facilitate pedagogical sensemaking in model-based lesson planning. Chemistry Education Research and Practice, 23, 287-299. https://doi.org/10.1039/D1RP00282A
62. Yezierski, E., Bretz, S. L., Diekman, A., & Ward, R. (2021). S.M.A.R.T. goals, mentor maps, and values: Developing your professional identity. GP Chemist, American Chemical Society. https://gpchemist.acs.org/career-advice/smart-goals-mentor-maps-and-values-developing-your-professional-identity.html.
61. Wu, M-Y M., Magnone, K., Tasker, R., and Yezierski, E. J. (2021). Remote chemistry teacher professional development delivery: Enduring lessons for programmatic redesign. Journal of Chemical Education, 98(8), 2518-2526. https://pubs.acs.org/doi/10.1021/acs.jchemed.1c00181
60. Wu, H-T, Mortezaei, K., Alvelais, T., Henbest, G., Murphy, C., Yezierski, E. J., and Eichler, J. F. (2021). Incorporating concept development activities into a flipped classroom structure: using PhET simulations to put a twist on the flip. Chemistry Education Research and Practice, 22, 842-854. doi.org/10.1039/D1RP00086A
59. Schafer, A. G. L., & Yezierski, E. J. (2021). Investigating How Assessment Design Guides High School Chemistry Teachers’ Interpretation of Student Responses to a Planned, Formative Assessment. Journal of Chemical Education, 98, 4, 1099–1111.
DOI: 10.1021/acs.jchemed.0c01264
58. Schafer, A. G. L., Borland, V. M., & Yezierski, E. J. (2021). Visualizing chemistry teachers’ enacted assessment design practices to better understand barriers to “best practices.” Chemistry Education Research & Practice, 22, 457 - 475. DOI: 10.1039/d0rp00179a
57. Ward, R. M., Diekman, A. B., Yezierski, E., Bretz, S. L., Wright, T., Chatha, C., Das, A., Kariyawasam, L., Kirinda, V., Sneddon, E., Tapp, D., Monroe, S., Thompson, S., Dandignac, M., DeWitt, B., & Johnson, B. (2021). Supporting graduate student professional development: Creating a third space for conversation and reflection. Inside Higher Ed, January 7, 2021.
56. Schafer, A. G. L., & Yezierski, E. J. (2021). Investigating high school chemistry teachers’ assessment item generation processes for a solubility lab. Chemistry Education Research & Practice, 22, 214-225. DOI: 10.1039/d0rp00121j
55. Minshall, B. L., & Yezierski, E. J. (2021). Data-driven activity reform: employing design research to improve scaffolding and concept development. Chemistry Education Research & Practice, 22, 136-145. DOI: 10.1039/D0RP00157K
54. Schafer, A. G. L., & Yezierski, E. J. (2020). Chemistry critical friendships: Investigating chemistry-specific discourse within a domain-general discussion of best practices with inquiry assessments. Chemistry Education Research & Practice, 21, 452 - 468. DOI: 10.1039/c9rp00245f
53. Chambers, T. M., Gravely, E. C., Hunter, W., Nielson, J. B., & Yezierski, E. J. (2019). Refuting myths about secondary chemistry teaching: Getting the facts out to current and future educators. Journal of Chemical Education, 96(7), 91-93. DOI: 10.1021/acs.jchemed.9b00547
52. Kellamis, N. M., & Yezierski, E. J. (2019). Applying the Next Generation Science Standards to current chemistry classrooms: How lessons measure up and how to respond. Journal of Chemical Education, 96(7), 1308-1317. DOI: 10.1021/acs.jchemed.8b00840
51. Schafer, G. L., Yezierski, E. J., Hartley, C. S. (2019). Understanding thermodynamic control in self-assembly: A mixed synthetic computational experiment for the undergraduate organic chemistry teaching laboratory. Journal of Chemical Education, 96(6), 1230-1235. DOI: 10.1021/acs.jchemed.8b01046
50. Hunnicutt, S. S., Ruder, S. M., Amaral, K. E., Yezierski, E. J., & Bauer, C. F. (2019). POGIL in the large classroom. In S. R. Simonson (Ed.) POGIL: An introduction to process oriented guided inquiry learning for those who wish to empower learners. Stylus Publishing: Sterling, VA.
49. Herrington, D. G., Sweeder, R. D., Daubenmire, P. L., Bauer, C. F., Bretz, S. L., Bunce, D. M., Carmel, J H., Cole, R., DeKorver, B. K., Kelly, R. M., Lewis, S. E., Oliver-Hoyo, M., Ryan, S. A., Stains, M., Towns., M. H., & Yezierski, E. J. (2019). Supporting the growth and impact of the chemistry education research community. Journal of Chemical Education, 96(3), 393-397. 10.1021/acs.jchemed.8b00823
48. Pratt, J. M., & Yezierski, E. J. (2019). Goodwill without guidance: College student outreach practitioner training. Journal of Chemical Education, 96(3), 414-422. DOI: 10.1021/acs.jchemed.8b00882
47. Emery, P., Yezierski, E. J., & Page, R. C. (2019). Guided inquiry activity linking thermodynamic parameters of protein unfolding to structure using differential scanning fluorimetry data in the biophysical chemistry classroom. Biochemistry and Molecular Biology Education. 47(1), 67-75doi.org/10.1002/bmb.21198
46. Pratt, J. M., & Yezierski, E. J. (2018). “You lose some accuracy when you’re dumbing it down”: Teaching and learning ideas of college students teaching chemistry through outreach. Journal of Chemical Education, 96(2), 203-212. DOI: 10.1021/acs.jchemed.8b00828
45. Pratt, J. M., & Yezierski, E. J. (2018). College students teaching chemistry through outreach: Conceptual Understanding of the elephant toothpaste reaction and making liquid nitrogen ice cream. Journal of Chemical Education, 95(12), 2091–2102. DOI: 10.1021/acs.jchemed.8b00688
44. Pratt, J. M., & Yezierski, E. J. (2018). A novel qualitative method to improve access, elicitation, and sample diversification for enhanced transferability applied to studying chemistry outreach. Chemistry Education Research and Practice, 19(2), 410-430. DOI: 10.1039/C7RP00200A
43. Pratt, J. M., & Yezierski, E. J. (2018). Characterizing the landscape: Collegiate organizations’ chemistry outreach practices. Journal of Chemical Education, 95(1), 7-16. ACS Editors' Choice, DOI: 10.1021/acs.jchemed.7b00627
42. Torres King, J., Wang, H., & Yezierski, E. (2018). Asymmetric aldol additions: A guided-inquiry laboratory activity on catalysis. Journal of Chemical Education, 95(1), 158-163. DOI: 10.1021/acs.jchemed.7b00147
41. Gupta, T., Herrington, D., & Yezierski, E. (release 2017, copyright 2018). Target Inquiry: A case for quality professional development. In D. Polly, M. Putnam, T. Petty, A. Good (Eds.) Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs (pp. 383-416). Hershey, PA: IGI Global.
40. Yezierski, E. (2017). Announcement and description of the Journal of Chemical Education Editor-in-Chief Position. Journal of Chemical Education, 94(9), 1183-1184. DOI: 10.1021/acs.jchemed.7b00638
39. Harshman, J., Yezierski, E., & Nielsen S. (2017). Putting the R in CER: How the statistical program R transforms research capabilities. In T. Gupta (Ed.) Computer-Aided Analysis in Chemical Education Research (CADACER): Advances and Avenues (pp., 65-90). Washington, DC: American Chemical Society. DOI: 10.1021/bk-2017-1260-choo6
38. Pratt, J. M., Birk, J. P., Tierney, D. L., & Yezierski, E. J. (2017). Combining novel visualizations and synthesis to explore structure–property relationships using cobalt complexes. Journal of Chemical Education, 94(12), 1952-1959. DOI: 10.1021/acs.jchemed.7b00193
37. Husting, C., Harshman, J., & Yezierski, E. (2017). Using teacher action research in high school chemistry to develop novel assessment tools. Journal of Teacher Action Research, 3(2), 14-29.
36. Harshman, J., & Yezierski, E. (2017). Assessment data-driven inquiry: A review of how to use assessment results to inform chemistry teaching. The Science Educator, 25(2), 97-107.
35. Vilardo, A., MacKenzie, A. E., & Yezierski, E. J. (2017). Using students' conceptions of air to evaluate a guided-inquiry activity classifying matter using particulate models. Journal of Chemical Education, 94, 206-210. DOI: 10.1021/acs.jchemed.5b01011
34. Nielsen, S., & Yezierski, E. (2016). Beyond academic tracking: using cluster analysis and self-organizing maps to investigate secondary students' chemistry self-concept. Chemistry Education Research and Practice, 17, 711-722. DOI: 10.1039/C6RP00058D
33. Kimberlin, S., & Yezierski, E. (2016). Effectiveness of inquiry-based lessons using particulate level models to develop high school students’ understanding of conceptual stoichiometry. Journal of Chemical Education, 93(6), 1002-1009. DOI: 10.1021/acs.jchemed.5b01010
32. Herrington, D. G., Yezierski, E. J., & Bancroft, S. F. (2016). Tool trouble: Challenges with using self-report data to evaluate long-term chemistry teacher professional development. Journal of Research in Science Teaching, 53(7), 1055-1081. DOI: 10.1002/tea.21323
31. Harshman, J., & Yezierski, E. (2016). Characterizing high school chemistry teachers' use of assessment data via latent class analysis. Chemistry Education Research and Practice, 17, 296-308. DOI: 10.1039/C5RP00215J
30. Erhart, S. E., McCarrick, R. M., Lorigan, G. A., & Yezierski, E. (2016). Citrus quality control: An NMR/MRI problem-based experiment. Journal of Chemical Education, 93(2), 335–339. DOI: 10.1021/acs.jchemed.5b00251
29. Harshman, J., & Yezierski, E. (2016). Test-retest reliability of the adaptive chemistry assessment survey for teachers: Measurement error and alternatives to correlation. Journal of Chemical Education, 93(2), 239-247. DOI: 10.1021/acs.jchemed.5b00620
28. Nielsen, S. E., & Yezierski, E. (2015). Exploring the Structure and Function of the Chemistry Self-Concept Inventory with High School Chemistry Students. Journal of Chemical Education, 92(11), 1782-1789. DOI: 10.1021/acs.jchemed.5b00302
27. Sandlin, B., Harshman, J., & Yezierski E. (2015). Formative assessment in high school chemistry teaching: investigating the alignment of teachers' goals with their items. Journal of Chemical Education, 92(10), 1619-1625. DOI: 10.1021/acs.jchemed.5b00163
26. Harshman, J., & Yezierski, E. (2015). Guiding teaching with assessments: High school chemistry teachers' use of data-driven inquiry. Chemistry Education Research and Practice, 16, 93-103. DOI: 10.1039/C4RP00188E
25. Carmel, J. H., Jessa, Y., & Yezierski, E. (2015). Targeting the development of content knowledge and scientific reasoning: Reforming college-level chemistry for nonscience majors. Journal of Chemical Education, 91(5), 46-51. DOI: 10.1021/ed500207t
24. Philipp, S. B., Johnson, D. K., & Yezierski, E. J. (2014). Development of a protocol to evaluate the use of representations in secondary chemistry instruction, Chemistry Education Research and Practice, 15(4), 777-786. DOI: 10.1039/C4RP00098F
23. Yezierski, E. J. (2014). Observation as a tool for investigating chemistry teaching and learning. In D. Bunce and R. Cole (Eds.) Tools of Chemistry Education Research; ACS Symposium Series; Washington, D.C.: American Chemical Society. Chapter DOI:10.1021/bk-2014-1166.ch002; ISBN13: 9780841229402; eISBN: 9780841229419
22. Herrington, D., & Yezierski, E. (2014). Professional development aligned with AP Chemistry curriculum: Promotin science practices and facilitating enduring conceptual understanding, Journal of Chemical Education, 91(9), 1368-1374. DOI: 10.1021/ed50006 68
21. Nielsen, S. E., Scaffidi, J. P., & Yezierski, E. J. (2014). Detecting Art Forgeries: A Problem-Based Raman Spectroscopy Lab, Journal of Chemical Education, 91(3), 446-450. DOI: 10.1021/ed400319k
For information about ordering kits: Click Here
20. Yezierski, E. J., & Herrington, D. G. (2013). The road to scientific literacy: How Target Inquiry is improving instruction and student achievement in high school chemistry. In B. Wojnowski and S. Koba (Eds.), Exemplary Science Practices in Professional Development. Washington, DC: National Science Teachers Association. ISBN 978-1-936959-07-5
19. Harshman, J. T., Bretz, S. L., & Yezierski, E. J. (2013). Seeing chemistry through the eyes of the blind: A case study examining multiple gas law representations. Journal of Chemical Education, 90(6), 710-716. DOI: 10.1021/ed3005903
18. Carmel, J. H., & Yezierski, E. J. (2013). Are we keeping the promise? Investigation of students' critical thinking growth. Journal of College Science Teaching, 42(5), 71-81.
17. Mills, M. E., Blue, J., & Yezierski, E. (2013). Self-efficacy in introductory physics in students at single-sex and coeducational colleges. AmericanInstitute of Physics: Physics Education Research Conference Proceedings, 1513,78-81. DOI: 10.1063/1.4789656
16. Christian, B. N., & Yezierski, E. J. (2012). A new chemistry education research frontier. Journal of Chemical Education, 89(9), 1337-1339. DOI: 10.1021/ed300629y
15. Christian, B. N., & Yezierski, E. J. (2012). Development and validation of an instrument to measure student knowledge gains for chemical and physical change for grade 6-8,Chemistry Education Research and Practice, 13(3), 384-393. DOI: 10.1039/c2rp20041d Supplemental Material can be found here and here .
14. Christian, B., & Yezierski, E. (2012). A change for chemistry. Science Scope, 35 (8) 60-65. Supplemental Material
13. Bridle, C. A., & Yezierski, E. J. (2012). Evidence for the effectiveness of inquiry-based, particulate-level instruction on conceptions of the particulate nature of matter, Journal of Chemical Education, 89(2), 192-198. DOI: 10.1021/ed100735u
12. Herrington, D., Luxford, K., & Yezierski, E. (2012). Target Inquiry: Helping teachers use a research experience to transform their teaching practices. Journal of Chemical Education, 89(3), 442-448. DOI: 10.1021/ed1006458
11. Yezierski, E. J., & Herrington, D. G. (2011). Improving practice with Target Inquiry: High school chemistry teacher professional development that works, Chemistry Education Research and Practice, 12(3), 344-354. DOI: 10.1039/C1RP90041B
10. Herrington, D. G., Yezierski, E. J., Luxford, K. M., & Luxford, C. J. (2011). Target inquiry: Changing chemistry high school teachers' beliefs about inquiry instruction and their classroom practice, Chemistry Education Research and Practice, 12(1), 74-84. DOI: 10.1039/C1RP90010B
9. Schiller, E., & Yezierski, E. (2009). No more leaks: A process-oriented lesson exploring the invention and chemistry of disposable diapers, Science Scope, 33(2), 33-38.
8. Kennedy, L. M., Yezierski, E. J., & Herrington, D. G. (2008). Whose science is it anyway? Models of science according to chemistry students, faculty, and teachers, The Science Educator, 17(1), 1-9.
7. Herrington, D., Yezierski, E., & Caldwell, R. (2008). Chemistry and the life science standards. In S. Lowery Bretz (Ed.), Chemistry in the National Science Education Standards (2nd ed.). Washington, DC: American Chemical Society Committee on Education. Recognized in NSTA Recommend (http://www.nsta.org/recommends/ViewProduct.aspx?ProductID=18806).
6. Yezierski, E. J., Bauer, C. F., Hunnicutt, S. S., Hanson, D. M., Amaral, K. E., & Schneider, J. P. (2008). POGIL implementation in large classes: Strategies for planning, teaching, and management. In R. S. Moog & J. N. Spencer (Eds.), Process-Oriented Guided Inquiry Learning. Washington, DC: American Chemical Society Symposium Books.
5. Amaral, K., Bauer, C., Hanson, D., Hunnicut, S., Schneider, J., & Yezierski, E. (2007). A white paper for facilitating POGIL activities in large classes.
4. Yezierski, E. J., & Birk, J. P. (2006). Misconceptions about the particulate nature of matter: Using animations to close the gender gap, Journal of Chemical Education, 83(6), 954-960.
3. Yezierski, E. J., & Birk, J. P. (2006). Particulate nature of matter assessment, Journal of Chemical Education Digital Library (QBank), now JCE ChemEd Xchange.
2. Birk, J. P., & Yezierski, E. J. (2003). Paper-and-glue unit cell models, Journal of Chemical Education, 80(2), 157-159.
1. Labrie, A., Lemanowski, V., Smiley, B., Yezierski, E., Baker, D., & Anderson-Rowland, M. (2003). A new look at gender equity professional development for secondary science/mathematics teachers and counselors, 2003 American Association for Engineering Education Annual Conference Proceedings, Session 3592.