PUBLICATIONS

1. P. Moreira et al. Impact of an instructional team’s feedback on an instructor’s teaching practices in a Biology of Cancer course. Biochemistry and Molecular Biology Education (Accepted July 2024). Request reprint*

2. V. Talanquer. How we simplify, circumvent, and distort causal mechanistic reasoning in chemistry. Journal of Chemical Education, 101, 1793−179 (2024). Request reprint*

3. V. Talanquer and A. Szozda. An educational framework for teaching chemistry using a systems thinking approach. Journal of Chemical Education, 101, 1785−1792 (2024). Request reprint* 

4. V. Talanquer. An overview of science education in Latin-America. In A. Marzabal and C. Merino (Eds.), Rethinking Science Education in Latin-America. Contemporary Trends and Issues in Science Education 59. Springer Nature: Switzerland, pp. 3-21, 2024. Request reprint* 

5. V. Talanquer. Construcción de pilas: Enseñanza basada en el diseño [Building batteries: Design-based education]. Alambique, 115, 34-41 (2024). Request reprint* 

6. V. Talanquer, R. Cole, and G. T. Rushton. Thinking and learning in nested systems: The classroom level. Journal of Chemical Education, 101, 295-306 (2024). Request reprint* 

7. V. Talanquer and R. Kelly. Thinking and learning in nested systems: The individual level. Journal of Chemical Education, 101, 283-294 (2024). Request reprint*

8. P. Moreira and V. Talanquer. Exploring relationships that college instructors seek to build with intention in chemistry classrooms. Chemistry Education Research and Practice, 25, 225-241 (2024). Request reprint*

9. V. Talanquer. ¿Qué hemos aprendido sobre el razonamiento de los estudiantes de química? [What have we learned about student reasoning in chemistry?] Educación Química. 34(4), 3-15 (2023). Request reprint*

10. V. Talanquer. Interview with the Chatbot: How does it reason? Journal of Chemical Education, 100, 2821-2824 (2023). Request reprint*

11. S. Hester et al. Benefits and challenges in the implementation of an Instructional-Teams Model for supporting evidence-based instructional practices in large-enrollment STEM courses. College Teaching, 71, 143-154 (2023). Request reprint*

12. H. T. Nennig et al. Exploring social and cognitive engagement in small groups through a Community of Learners (CoL) lens. Chemistry Education Research and Practice, 24, 1077-1099 (2023). Request reprint*

13. V. Talanquer. Theme introduction: Best practices of teaching and learning digitally. In Y. J. Dori, C. Ngai, and G. Szteinberg (Eds.) Digital Learning and Teaching in Chemistry. Advances in Chemistry Education Series, Chapter 2, Royal Society of Chemistry, pp. 8-14 (2023). Request reprint*

14. V. Talanquer. The complexity of reasoning about and with chemical representations. JACS Au, 2, 2658-2669 (2022). Request reprint*

15. S. Hester et al. Using an instructional team during pandemic remote teaching enhanced student outcomes in a large STEM course. Journal of College Science Teaching, 51, 12-21 (2022). Request reprint*

16. S. Petritis, C. Kelley, and V. Talanquer. Analysis of factors that affect the nature and quality of student laboratory argumentation. Chemistry Education Research and Practice, 23, 257-274 (2022). Request reprint*

17. J. W. Reid et al. Investigating patterns of student engagement during collaborative activities in undergraduate chemistry courses. Chemistry Education Research and Practice, 23, 173-188 (2022). Request reprint*

18. V. Talanquer. ¿Por qué suceden las reacciones químicas? [Why do chemical reactions happen] Alambique, 107, 25-32 (2022). Request reprint*

19. V. Talanquer. Atendiendo a la historia y la filosofía de la química en la conceptualización y desarrollo del currículo [Considering the history and philosophy of chemistry in the conceptualization and development of the curriculum] Educacio Química, 29, 7-11 (2021). Request reprint*

20. V. Talanquer. ¿Cómo progresan las ideas de los estudiantes sobre las relaciones estructura-propiedades? [How do students' ideas about structure-property relationships progress] Educacio Química, 28, 21-27 (2021). Request reprint*

21. M. Macrie-Shuck and V. Talanquer. How students use whiteboards and its effects on group work. Journal of Chemical Education 98, 12, 3723-3730 (2021). Request reprint*

22. K. Caushi, H. Sevian, and V. Talanquer. Exploring variation in ways of thinking about and acting to control a chemical reaction. Journal of Chemical Education, 98, 12, 3714-3722 (2021) Request reprint*

23. J. Tashiro and V. Talanquer. Exploring inequities in a traditional and a reformed general chemistry course. Journal of Chemical Education, 98, 12, 3680-3692 (2021). Request reprint*

24. V. Talanquer. Multifaceted chemical thinking: A core competence. Journal of Chemical Education, 98, 3450-3456 (2021). Request reprint*

25. P. Mahaffy et al., Systems Thinking and sustainability: Converging on chemistry’s role in the 21st Century. Chemistry International, 43(4), 6-10 (2021). Request reprint*

26. M. Herridge and V. Talanquer. Variation in chemistry instructors’ evaluations of student written responses and its impact on grading. Chemistry Education Research and Practice, 22, 948-972 (2021). Request reprint*

27. K. Southard et al. A Close Look at Change: The Role of an Instructional-Team Community on an Instructor's Evolution during Instructional Reform. Disciplinary and Interdisciplinary Science Education Research, 3:8 (2021). Request reprint*

28. J. Tashiro, D. Parga, J. Pollard, and V. Talanquer. Characterizing change in students' self-assessment of understanding when engaged in instructional activities. Chemistry Education Research and Practice , 22, 662-682 (2021). Request reprint*

29. V. Talanquer. Qualitative reasoning in problem-solving in chemistry. In G. Tsaparlis (Ed.) Problems and problem solving in chemistry education. Advances in Chemistry Education Series. Chapter 2, Royal Society of Chemistry, pp. 17-37 (2021). Request reprint*

30. Y. A. Kim et al. Responsive teaching in online learning environments: Using an instructional team to promote formative assessment and sense of community. Journal of College Science Teaching , 50(4), 17-24 (2021). Request reprint*

31. M. Herridge and V. Talanquer. Dimensions of variation in chemistry instructors' approaches to the evaluation and grading of student responses. Journal of Chemical Education, 98, 270-280 (2021). Request reprint*

32. V. Talanquer. Reacciones redox: De la transferencia de carga eléctrica en pilas a las reacciones de oxidación [Redox reactions: From electric charge transfer in batteries to oxidation reactions]. Alambique, 103, 38-44 (2021). Request reprint*

33. S. Petritis, C. Kelley, and V. Talanquer. Exploring the impact of the framing of a laboratory experiment on the nature of student argumentation. Chemistry Education Research and Practice, 22, 105-121 (2021).  Request reprint*

34. V. Talanquer. La progresión de los aprendizajes sobre la composición, estructura y transformación química de la materia. Educacio Quimica, 27, 4-11 (2020). Request reprint*

35. Y. A. Kim et al. Exploring undergraduate students’ abilities to collect and interpret formative assessment data. Journal of Chemical Education, 97, 4245-4254 (2020).  Request reprint*

36. M. Macrie-Shuck and V. Talanquer. Exploring students' explanations of energy transfer and transformation. Journal of Chemical Education, 97, 4225-4234 (2020).  Request reprint*

37. S. Murray et al. Teachers' noticing, interpreting, and acting on students' chemical ideas in written work. Journal of Chemical Education, 97, 3478–3489 (2020). Request reprint*

38. V. Talanquer, R. Bucat, R. Tasker, and P. Mahaffy. Lessons from a pandemic: Educating for complexity, change, uncertainty, vulnerability and resilience. Journal of Chemical Education, 97, 2696-2700 (2020). Request reprint*

39. J. Sjöström, I. Eilks, and V. Talanquer. Didaktik models in chemistry education. Journal of Chemical Education, 97, 910-915 (2020). Request reprint*

40. V. Talanquer. Some insights into assessing chemical systems thinking. Journal of Chemical Education, 96, 2918-2925 (2019). Request reprint*

41. V. Talanquer. Crosscutting concepts as productive ways of thinking. The Science Teacher. September, 20-22 (2019). Request reprint*

42. P. Moreira, A. Marzabal, and V. Talanquer. Investigating the effect of teacher mediation on students' expressed reasoning. Chemistry Education Research and Practice. 20, 606-617 (2019). Request reprint*

43. Y. A. Kim et al. Learning Researchers: Promoting formative assessment in STEM courses. Journal of College Science Teaching. 45, 22-27 (2019). Request reprint* 

44. V. Talanquer. Assessing for chemical thinking. In M. Schultz, S. Schmid, & G. A. Lawrie (Eds.) Research and Practice in Chemistry Education: Advances from the 25th IUPAC International Conference on Chemistry Education. Singapore: Springer, 2019, pp. 123-133. Request reprint* 

45. M. Freire, V. Talanquer, and E. Amaral. Conceptual profile of chemistry: A framework for enriching thinking and action in chemistry education. International Journal of Science Education. 41, 674–692 (2019). Request reprint* 

46. P. Moreira, A. Marzabal, and V. Talanquer. Using a mechanistic framework to characterise chemistry students' reasoning in written explanations. Chemistry Education Research and Practice. 20, 120-131 (2019). Request reprint*

47. V. Talanquer. The importance of understanding fundamental chemical mechanisms. Journal of Chemical Education, 95 (11), 1905–1911 (2018). Request reprint*

48. V. Talanquer. Chemical rationales: Another triplet for chemical thinking. International Journal of Science Education ,15, 1874-1890 (2018). Request reprint*

49. V. Talanquer. Progressions in reasoning about structure‐property relationships. Chemistry Education Research and Practice. 19, 998-1009 (2018). Request reprint*

50. V. Talanquer. Construcción y aplicación de un modelo atómico simple a partir de datos experimentales [Construction and application of a simple atomic model from experimental data]. Alambique, 93, 34-40 (2018). Request reprint*

51. J. Sjöström and V. Talanquer. Eco-reflexive chemical thinking and action. Current Opinion in Green and Sustainable Chemistry, 13, 16–20 (2018). Request reprint*

52. K. Scalco, V. Talanquer, K. Kiill, and M. Cordeiro. Making sense of phenomena from sequential images versus illustrated text. Journal of Chemical Education, 95, 347-354 (2018). Request reprint*

53. V. Talanquer. Exploring mechanistic reasoning in chemistry. In J. Yeo, T. W. Teo, & K.S. Tang (Eds.) Science Education Research and Practice in Asia-Pacific and Beyond, (pp. 39-52), Springer, Singapore, 2018.  Request reprint*

54. V. Talanquer and J. Pollard. Reforming a large foundational course: Successes and challenges. Journal of Chemical Education. 94, 1844-1851 (2017). Request reprint*

55. V. Talanquer. Concept Inventories: Predicting the wrong answer may boost performance. Journal of Chemical Education. 94, 1805-1810 (2017). Request reprint*

56. V. Talanquer. Coloreando cáscaras de huevo: Una exploración de la extensión y velocidad de las reacciones químicas [Coloring eggs shells: An exploration of reaction extent and rate] Alambique, 90, 37-43 (2017). Request reprint*

57. V. Talanquer. Tres elementos fundamentales en la formación de docentes de ciencias [Three Core elements in science teacher preparation].  TED: Tecne, Epsiteme y Didaxis, 41, 183-196 (2017). Request reprint*

58. V. Talanquer. Enlace químico y estructura: construcción de modelos y explicaciones a partir de datos experimentales [Chemical bonding and structure: Building models and explanations from experimental data] Educacio Quimica, 21, 26-32 (2017). Request reprint*

59. M. Clinchot, C. Ngai, R. Huie, V. Talanquer, J. Lambertz, G. Banks, M. Weinrich, R. Lewis, P. Pelletier, and H. Sevian. Better formative assessment. The Science Teacher. March, 2017. Request reprint*

60. V. Talanquer. A short journey through the core ideas of physical chemistry. Science & Education. 25, 927-928 (2016). Request reprint*

61. M. Weinrich and V. Talanquer. Mapping students’ modes of reasoning when thinking about chemical reactions used to make a desired product. Chemistry Education Research and Practice. 17, 394-406 (2016). Request reprint*

62. V. Talanquer. Central ideas in chemistry: An alternative perspective. Journal of Chemical Education. 93, 3-8 (2016). Request reprint*

63. G. D. Burd, D. Tomanek, P. Blowers, M. Bolger, J. Cox, L. Elfring, E. Grubbs, J. Hunter, K. Johns, L. Lazos, R. Lysecky, J. A. Milsom, I. Novodvorsky, J. Pollard, E. Prather, V. Talanquer, K. Thamvichai, H. Tharp, and C. Wallace. Developing faculty cultures for evidence-based teaching practices in STEM: A progress report. In G. C. Weaver, W. D. Burgess, A. L. Childress, and L. Slakey (Eds.) Transforming Institutions: Undergraduate STEM Education for the 21st Century (pp. 77-89) Purdue University Press, West Lafayette, Indiana, 2016. Request reprint*

64. F. Yan and V. Talanquer. Students’ Ideas about how and why chemical reactions happen: Mapping the conceptual landscape. International Journal of Science Education. 37(18), 3066-3092 (2015). Request reprint*

65. K. Heisterkamp and V. Talanquer. Interpreting data: The hybrid mind. Journal of Chemical Education. 92, 1988-1995 (2015). Request reprint*

66. V. Talanquer. Extracción, separación e identficación de sustancias [Extraction, separation, and identification of substances]. Alambique, 82, 17-23 (2015). Request reprint*

67. G. Banks et al. Uncovering chemical thinking in students’ decision making: A fuel-choice scenario. Journal of Chemical Education. 92, 1610-1618 (2015). Request reprint*

68. V. Talanquer. La importancia de la evaluación formativa [The importance of formative assessment]. Educación Química, 26, 177-179 (2015). Request reprint*

69. O. de Jong and V. Talanquer. Why is it relevant to learn the big ideas in chemistry at school? In I. Eilks and A. Hofstein (Eds.)  Relevant chemistry education: From theory to practice, Chapter 2 (pp. 11-31) Sense Publishers, The Netherlands, 2015. Request reprint*

70. 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). Request reprint*

71. S. Cullipher, H.Sevian and V. Talanquer. Reasoning about benefits, costs, and risks of chemical substances: Mapping different levels of sophistication. Chemistry Education Research and Practice. 16, 377-392 (2015). Request reprint*

72. 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). Request reprint* 

73. V. Talanquer. Threshold concepts in chemistry: The critical role of implicit schemas. Journal of Chemical Education. 92, 3-9 (2015). Request reprint* 

74. G. Szteinberg et al. Collaborative professional development in chemistry education research: Bridging the gap between research and practice. Journal of Chemical Education. 91(9),1401-1408 (2014). Request reprint* 

75. C. Ngai, H. Sevian, and V. Talanquer. What is this substance? What makes it different? Mapping progression in students’ assumptions about chemical identity. International Journal of Science Education. 36(14), 2438-2461 (2014). Request reprint*

76. J. Sjöström and V. Talanquer. Humanizing chemistry education: From simple contextualization to multifaceted problematization.  Journal of Chemical Education. 91, 1125-1131 (2014). Request reprint* 

77. V. Talanquer. Chemistry education: Ten heuristics to tame. Journal of Chemical Education. 91, 1091-1097 (2014). Request reprint*

78. V. Talanquer. Using qualitative analysis software to facilitate qualitative data analysis. In D. Bunce and R. Cole (Eds). Tools of Chemistry Education Research. ACS Symposium Series. Washington, DC: ACS, 2014. Request reprint* 

79. V. Talanquer. DBER and STEM education reform: Are we up to the challenge? Journal of Research in Science Teaching. 51(6) 809-819 (2014). Request reprint* 

80. V. Talanquer. Razonamiento pedagógico específico sobre el contenido [Specific pedagogical content reasoning]. Educación Química. 25(3), 391-397 (2014). Request reprint*

81. V. Talanquer. Conocimiento didáctico del contentido y progresiones de aprendizaje [Pedagogical Content Knowledge and Learning Progressions]. En A. Garritz (Ed.), M. G. Lorenzo y S. F. Daza Rosales, Conocimiento Didáctico del Contenido: Una Perspectiva Iberoamericana [Pedagogical Content Knowledge: An Iberoamerican Perspective] Capítulo 8 (pp. 206-225). Editorial Académica Española, 2014. Request reprint*

82. V. Talanquer. Desarrollando pensamiento químico en contextos sociales y ambientales [Developing chemical thinking in social and environmental contexts]. Educacio Quimica, 17, 4-11 (2014). Request reprint* 

83. V. Talanquer. El rol de las supocisiones implícitas y las estrategias heurísticas en el razonamiento de los estudiantes de química [The role of implicit assumption and heuristic strategies in chemistry students' reasoning]. En C. Merino, M., Arellano, y A. Adúriz-Bravo (Eds.) Avances en didáctica de la química: modelos y lenguaje [Advances in chemistry education: models and language] . Capítulo 6 (pp. 93-105). Ediciones Universitarias de Valparaíso, Valparaíso, Chile, 2014. Request reprint* 

84. V. Talanquer. Simulaciones computacionales para construir y explorar modelos [Computer simulations for building and exploring models]. Alambique. 76, 8-16 (2014). Request reprint* 

85. H. Sevian, V. Talanquer, A. Bulte, and A. Stacy. Development of understanding in chemistry. In C. Bruguière, A. Tiberghien, and P. Clément (Eds.) Topics and trends in current science education: 9th ESERA Conference Selected Contributions (pp. 291-306). Springer: Dordrecht, 2014. Request reprint*

86. H. Sevian and V. Talanquer. Rethinking chemistry: A learning progression on chemical thinking. Chemistry Education Research and Practice. 15(1), 10-23 (2014). Request reprint* 

87. V. Talanquer and H. Sevian. Chemistry in past and new science frameworks and standards:  Gains, losses, and missed opportunities. Journal of Chemical Education. 91(1), 24-29 (2014) . Request reprint* 

88. V. Talanquer. When atoms want. Journal of Chemical Education. 90(11), 1419-1424 (2013). Request reprint* 

89. K. Young and V. Talanquer. Effect of different types of small-group activities on students’ conversations. Journal of Chemical Education. 90 (9), 1123–1129 (2013). Request reprint*

90. V. Talanquer. How do students reason about chemical substances and reactions? In G. Tsaparlis and H. Sevian (Eds.), Concepts of matter in science education. Series Innovations in Science and Technology Education, Vol. 19 (pp. 331-346). Springer: Dordrecht, 2013. Request reprint*

91. J. Maeyer and V. Talanquer. Making predictions about chemical reactivity: Assumptions and heuristics. Journal of Research in Science Teaching. 50(6), 748-767 (2013). Request reprint*

92. V. Talanquer. Chemistry education: Ten facets to shape us. Journal of Chemical Education. 90, 832-838 (2013). Request reprint*

93. V. Talanquer. School chemistry: The need for transgression. Science & Education. 22, 1757-1773 (2013). Request reprint*

94. V. Talanquer, D. Tomanek, and I. Novodvorsky. Assessing students’ understanding of inquiry: What do prospective science teachers notice? Journal of Research in Science Teaching. 50(2) 189-208 (2013). Request reprint*

95. H. Xu and V. Talanquer. Effect of the Level of Inquiry on Student Interactions in Chemistry Laboratories. Journal of Chemical Education. 90, 29-36 (2013). Request reprint*

96. H. Xu and V. Talanquer. Effect of the Level of Inquiry of Lab Experiments on General Chemistry Students’ Written Reflections. Journal of Chemical Education. 90, 21-28 (2013). Request reprint*

97. S. Cullipher, H. Sevian, and V. Talanquer, A learning progression approach to studying benefits, costs and risks in chemical design. La Chimica Nella Scuola. 34(3), 344-51 (2012). Request reprint*

98. V. Talanquer. Chemistry education: Ten dichotomies we live by. Journal of Chemical Education. 9, 1340-1344 (2012). Request reprint*

99. K. Christian and V. Talanquer. Content-Related Interactions in Self-Initiated Study Groups. International Journal of Science Education. 34(14) 2231-2255 (2012). Request reprint*

100. K. Christian and V. Talanquer. Modes of reasoning in self-initiated study groups in chemistry. Chemistry Education Research and Practice. 13(3) 286-295 (2012). Request reprint*

101. Martinez, J. Valdes, V. Talanquer y J. A. Chamizo. Estructura de la materia: De saberes y pensares [Structure of matter: Knowing and Thinking]. Educación Química. 23(3), 361-369 (2012). Request reprint*

102. V. Talanquer. Educación química: Escuchando la voz de la historia y la filosofía [Listening to the voices of history and philosophy]. En Química, Historia, Filosofía y Educación [Chemistry, History, Philosophy and Education] (p. 55-65). Universidad Pedagógica Nacional: Bogotá, Colombia, 2011. Request reprint*

103. V. Talanquer. El papel de las ideas previas en el aprendizaje de la química [The role of prior knowledge in chemistry learning]. Alambique. 69, 35 (2011). Request reprint*

104. L. McClary and V. Talanquer. Heuristic reasoning in chemistry: Making decisions about acid strength. International Journal of Science Education. 3(10) 1433 (2011).Request reprint*

105. L. McClary and V. Talanquer. College students’ mental models of acids and acid strength. Journal of Research in Science Teaching. 48(4) 396 (2011). Request reprint*

106. V. Talanquer.  Química agazapada [Lurking Chemistry]. En J. A. Chamizo (Ed.) Historia y Filosofía de la Química [History and Philosophy of Chemistry] (p. 142-156). Facultad de Química, UNAM, Siglo XXI: México, 2011. Request reprint*

107. V. Talanquer. Macro, Submicro, and Symbolic? The Many Faces of the Chemistry Triplet. International Journal of Science Education. 33(2), 179 (2011). Request reprint*

108. V. Talanquer. Exploring dominant types of explanations built by general chemistry students. International Journal of Science Education. 32(18) 2393 (2010). Request reprint*

109. J. Maeyer and V. Talanquer. The role of heuristics in students thinking: Ranking of chemical substances. Science Education. 94(6), 963 (2010). Request reprint*

110. V. Talanquer, I. Novodvorsky, and D. Tomanek. Factors influencing entering teacher candidates preferences for instructional activities: A glimpse into their orientations towards teaching. International Journal of Science Education. 32(10), 1389 (2010). Request reprint*

111. V. Talanquer. Construyendo puentes conceptuales entre las varias escalas y dimensiones de los modelos químicos [Building conceptual bridges between different scales and dimensions in chemical models]. Educacio Quimica. 5, 11 (2010). Request reprint*

112. V. Talanquer. Pensamiento intuitivo en química: Suposiciones implícitas y reglas heurísticas [Intuitive thinking in chemistry: Implicit assumptions and heuristics].Enseñanza de las Ciencias. 28(2), 165 (2010). Request reprint*

113. V. Talanquer and J. Pollard. Let's teach how we think instead of what we know. Chemistry Education Research and Practice. 11(2), 74 (2010). Request reprint*

114. K. Dávila and V. Talanquer. Classification of end-of-chapter questions and problems in general chemistry textbooks in the US. Journal of Chemical Education. 87(1), 98 (2010). Request reprint*

115. V. Talanquer, K. Scantlebury, and L. Dukerich. Prospective chemistry teachers subject matter knowledge. In A. Collins and N. Gillespie (Eds.) The continuum of secondary science teacher preparation. Sense Publishers, Boston, 2009. Request reprint*

116. V. Talanquer. On cognitive constraints and learning progressions: The case of structure of matter. International Journal of Science Education. 31(15), 2123 (2009). Request reprint*

117. V. Talanquer. De escuelas, docentes y TICs [Of schools, teachers, and ICTs]. Educación Química. 20(3), 346 (2009). Request reprint*

118. V. Talanquer. Química: ¿Quién eres, a dónde vas y cómo te alcanzamos? [Chemistry: Who are you? Where are you going? How do we catch up with you?] Educación Química. 20(E), 220 (2009). Request reprint*

119. D. Tomanek, V. Talanquer, and I. Novodvorsky. What do science teachers consider when selecting formative assessment tasks? Journal of Research in Science Teaching. 45(10), 113 (2008). Request reprint*

120. M. Stains and V. Talanquer. Classification of chemical reactions: Stages of expertise. Journal of Research in Science Teaching. 45(7), 771 (2008). Request reprint*

121. V. Talanquer. Students predictions about the sensory properties of chemical compounds: Additive versus emergent frameworks. Science Education. 92(1), 96 (2008). Request reprint*

122. V. Talanquer, D. Morgan, J. Maeyer, and K. Young. Linking general education and science teacher preparation. Journal of College Science Teaching. 37 (2; Nov/Dec), 18 (2007). Request reprint*

123. V. Talanquer. Explanations and teleology in chemistry education. International Journal of Science Education. 29(7), 853 (2007). Request reprint*

124. V. Talanquer, D. Tomanek, and I. Novodvorsky. Revealing student teachers thinking through dilemma analysis. Journal of Science Teacher Education. 18(3), 399 (2007). Request reprint*

125. M. Stains and V. Talanquer. A2, Element or Compound? Journal of Chemical Education. 84(5), 880 (2007). Request reprint*

126. M. Stains and V. Talanquer. Classification of chemical substances using particulate representations of matter: An analysis of student thinking. International Journal of Science Education. 29(5), 643, (2007); Erratum 29(7), 935 (2007). Request reprint*

127. V. Talanquer. Propiedades emergentes: Un reto para el químico intuitivo. Educación Química. 17, 315 (2006). Request reprint*

128. V. Talanquer. Common sense chemistry: A model for understanding students alternative conceptions. Journal of Chemical Education. 83(5), 811 (2006). Request reprint*

129. V. Talanquer. Reclaiming the central role of equations of state in thermodynamics. Journal of Chemical Education. 83(1), 127 (2006). Request reprint*

130. V. Talanquer. El químico intuitivo [The intuitive chemist]. Educación Química. 16(4), 114 (2005). Request reprint*

131. V. Talanquer. Recreating a Periodic Table: A Tool for Developing Pedagogical Content Knowledge. The Chemical Educator. 10, 95 (2005). Request reprint*

132. J. Pollard and V. Talanquer. Interactive Digital Overheads: Dynamic teaching tools for the chemistry classroom. The Chemical Educator. 10, 36 (2005). Request reprint*

133. V. Talanquer and D. Morgan. Learning to teach: The role of evidence. Journal of College Science Teaching. 34 (March/April), 28 (2005). Request reprint*

134. V. Talanquer. Formación Docente: ¿Qué caracteriza al buen maestro de química? [Teacher Preparation: What makes a good chemistry teacher] Educación Química. 15(1) 52 (2004). Request reprint*

135. V. Talanquer, I. Novodvorsky, T. F. Slater, and D. Tomanek. A stronger role for science departments in the preparation of future chemistry teachers. Journal of Chemical Education. 80 (10) 1168 (2003). Request reprint*

136. D. Tomanek, V. Talanquer, I. Novodvorsky, and T. Slater. Responding to the Call for Change: The New College of Science Teacher Preparation Program at the University of Arizona. Cell Biology Education. 2, 29 (2003). Request reprint*

137. Novodvorsky, D. Tomanek, V. Talanquer, and T. F. Slater. A new model of physics teacher preparation. Journal of Physics Teacher Education Online (JPTEO). 1 (2) 10 (2002). Request reprint*

138. V. Talanquer. Minimizing misconceptions: Tools for identifying patterns of reasoning. The Science Teacher. 69(8) 46 (2002). Request reprint*

139. V. Talanquer. Nucleation in Gas-Liquid Transitions. Journal of Chemical Education. 79, 877 (2002). Request reprint*

140. V. Talanquer and G. Sarmiento. One foot=one cenxocpalli: Measuring in the pre-hispanic world. Science Scope, 25(7) 12 (2002). Request reprint*

141. V. Talanquer. Science survivors. Science and Children. 39(4) 36 (2002). Request reprint*

142. V. Talanquer. El Movimiento CTS en Mexico: ¿Vencedor Vencido? [STS Movement in Mexico: Defeated Winner?] Educación Química. 11( 4) 381 (2000). Request reprint*

143. V. Talanquer. De la intuición a la ciencia. [From intuition to science] ¿Cómo ves? No.15, 22-24 (2000).

144. V. Talanquer. La química en el siglo XXI: ¿Ángel o Demonio?. [Chemistry in the 21st century: Angel or Demon?] ¿Cómo ves? No.12 , 30-32, (1999). Request reprint*

145. V. Talanquer. El vapor sobre el espejo [Vapor on a mirror]. Chapter  VI, Estampas de la Ciencia II. p 208-245. FCE. Colección la Ciencia desde México, No. 174. México, 1999 (20,000 copies). Request reprint*

146. A. Garritz and V. Talanquer, Advances and obstacles to the reform of Science Education in Secondary Schools in Mexico, in Science and Environment Education Views from Developing Countries, Ware, Sylvia A. (Ed.) p. 75-92. Secondary Science Series, World Bank, 1999. Request reprint*

147. V. Talanquer. En pos de una Quimera [In search of a Chimera] (Editorial). Educación Química. 9(6), 324 (1998). Request reprint*

148. V. Talanquer. Lo mismo y no lo mismo (Roald Hoffmann, Book Presentation) [The Same and not the Same]. Educación Química. 9(3), 179 (1998). Request reprint*

149. F. Barrios, S. Granados y V. Talanquer. ¿Cómo se forman los cristales? [How do crystals form?]. Educación Química. 9 (3) 129 (1998). Request reprint*

150. Tubert y V. Talanquer. Sobre Adsorción [Adsorption]. Educación Química. 8 (4) 186 (1997). Request reprint*

151. F. Cortés, V. Talanquer y G. Irazoque. La química y el tiempo: Reacciones reloj. Educación Química. 5(2) 74 (1994). Request reprint*

152. V. Talanquer. A Microcomputer simulation of the Liesegang Phenomena. Journal of Chemical Education. 71 (1) 58 (1994). Request reprint*

153. V. Talanquer and G. Irazoque. Fractals, to know, to do, to simulate. The Physics Teacher. 31 (2) 72 (1993). Request reprint* 

154. Y. Hueda, G. Irazoque y V. Talanquer. Los anillos del tiempo [Liesegang rings]. Educación Química. 4 (4) 202 (1993). Request reprint*

155. V. Talanquer. Química en la educación secundaria [Chemistry in secondary education]. Educación Química. 4 (3) 156 (1993).

156. K. Padilla, V. Talanquer y G. Irazoque. Del incoloro al rojo a través del equilibrio [Chemical equilibrium]. Educación Química. 4 (2) 74 (1993). Request reprint*

157. J. Cordoba, V. Talanquer y G. Irazoque. Interfases caprichosas [Capricious interphases]. Educación Química. 4 (1) 32 (1993). Request reprint*

158. F. Cortes, A. Gamboa, V. Talanquer y G. Irazoque. Caoticidades [Chaos]. Educación Química. 3 (4) 258 (1992). Request reprint*

159. P. Roquero, V. Talanquer y G. Irazoque. ¿Cuándo moja? ¿Cuándo no? [When does it wet? When doesn´t it?]. Educación Química. 3 (3) 214 (1992). Request reprint*

160. V. Talanquer y G. Irazoque. Auto-organización III. Ondas químicas [Chemical waves]. Educación Química. 3 (2) 89 (1992). Request reprint*

161. V. Talanquer y G. Irazoque. Auto-organización II. Reacciones oscilantes [Oscillating reactions]. Educación Química. 3 (1) 25 (1992). Request reprint*

162. V. Talanquer y G. Irazoque. Auto-organización I. El Problema de la convección [The problem of convection]. Educación Química. 2 (4) 166 (1991). Request reprint*

163. V. Talanquer y G. Irazoque. Fractales [Fractals]. Educación Química. 2 (3) 114 (1991).

164. V. Talanquer y G. Irazoque. Transiciones de fase y universalidad [Phase transitions and universality]. Educación Química. 2 (2) 641 (1991). Request reprint*

165. V. Talanquer. ¿Qué pasa en nuestra Secundaria? [What is happening in our secondary schools?]. Educación Química. 1 (2) 92 (1990). Request reprint*

166. V. Talanquer. Física para químicos [Physics for chemists]. Educación Química.1 (3) 134 (1990). Request reprint*

 Books

1. V. Talanquer and G. Irazoque. Imagina Química [Imagine Chemistry]. 9th grade chemistry textbook. Ed. Castillo-McMillan, México, 2023.

2. V. Talanquer y G. Irazoque. Ciencia y Tecnología 3, Química [Science & Tecnology 3, Chemistry]. Ed. Castillo-McMillan, México, 2019.

3. V. Talanquer y G. Irazoque. Ciencias 3: Química [Sciences 3: Chemistry]. Ed. Castillo-McMillan. México, 2013.

4. V. Talanquer y G. Irazoque. Ciencias 3: Química [Sciences 3: Chemistry]. Ed. Castillo-McMillan. México, 2008.

5. V. Talanquer. ¿Ciencia o Ciencia Ficción? [Science or Science Fiction?]. Ed. Santillana. México, 2003.

6. V. Talanquer y G. Sarmiento. Física 2. [8th grade, junior high school physics textbook]. Ed. Nuevo México. México, 1999.

7. Barahona, R. M. Catalá, J. A. Chamizo, B. Rico y V. Talanquer. Ciencias Naturales. Sexto Grado. [6th grade, elementary school]. SEP. 246 p. México, 1999. (2,797,000 copies/year).

8. Barahona, R. M. Catalá, J. A. Chamizo, B. Rico y V. Talanquer. Ciencias Naturales. Quinto Grado. [5th grade, elementary school]. SEP, 192 p. México, 1998. (2,903,750 copies/year).

9. Barahona, R. M. Catalá, J. A. Chamizo, B. Rico y V. Talanquer. Ciencias Naturales. Cuarto Grado. [4th grade, elementary school]. SEP, 176 p. México, 1997. (2,989,000 copies/year).

10. Barahona, R. M. Catalá, J. A. Chamizo, B. Rico y V. Talanquer. Ciencias Naturales. Tercer Grado. [3rd grade, elementary school]. SEP, 176 p. México, 1996. (2,500,000 copies/year).

11. V. Talanquer, A. M. Martinez y G. Irazoque. Química 3. [9th grade, junior high school chemistry textbook]. Ed. Santillana. México, 1997. (60,000 copies).

12. H. Garcia, G. Irazoque y V. Talanquer. Introducción a la Física y a la Química. [7th grade, junior high school physics and chemistry textbook]. Fondo de Cultura Económica, 167 pages. México, 1996. (30,000 copies).

13. V. Talanquer. Fractus, Fracta, Fractal [Popular science book on fractals]. FCE. Colección la Ciencia desde México. No. 147. México, 1996. (7,000 copies).

*When you access any of the "Request reprint" links above, your request will be sent to the author and you will be provided with a PDF file containing the requested item. Please note that all articles and book chapters on this page are subject to Copyright and their reprints are intended for your personal non-commercial scientific use only. By submitting a reprint request you agree that you will not further disseminate or copy the content of these publications.