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Click on Rodriguez, J.-M. G. for a copy of the article.
McAfee, S.C., Watts, F. M., & Rodriguez, J.-M. G. (2025). A review of research on the teaching and learning of quantum mechanics. Chemistry Education Research & Practice, 26, 578-593. https://doi.org/10.1039/D5RP00030K.
McAfee, S.C., Tomczyk-Schauer, A. R., Johnson Kempinski, L. E., Williamson, T. C., & Rodriguez, J.-M. G. (2024). A graduate-course-based chemistry education research experience: Describing a general model and the project outcomes related to investigating chemistry graduate students’ perceptions of the imposter phenomenon Journal of Chemical Education, 101(12), 5334-5344. https://pubs.acs.org/doi/10.1021/acs.jchemed.4c00922
Rodriguez, J.-M. G. (2024). Using analytic autoethnography to characterize the variation in the application of the resources framework: What is a resource? Journal of Chemical Education, 101(9), 3676-3690. https://doi.org/10.1021/acs.jchemed.4c00309
Wu, M.-Y. M. & Rodriguez, J.-M. G. (2024). “Navigating and applying epistemic integrity” as a missing science practice: re-envisioning ethics for both undergraduate chemistry students and instructors. Journal of Chemical Education, 101(8), 3135-3145. https://doi.org/10.1021/acs.jchemed.4c00064
Rodriguez, J.-M. G., Finkenstaedt-Quinn, S., Watts, Field M., Nardo, Jocelyn Elizabeth. (2024). Self-reported limitations in chemistry education research: Providing specific and contextualized limitations supports researchers and practitioners. Journal of Chemical Education, 101(7), 2602-2607. https://doi.org/10.1021/acs.jchemed.4c00217
Watts, F. M., McAfee S. C., & Rodriguez, J.-M. G. (2024). Using hypothetical scenarios to address social desirability bias: Investigating student perceptions, evaluations, and motivations of cheating and academic integrity in the general chemistry laboratory. Journal of the American Chemical Society Au, 4(5), 2029–2040. https://pubs.acs.org/doi/10.1021/jacsau.4c00227 https://pubs.acs.org/doi/10.1021/jacsau.4c00227
Rodriguez, J.-M. G. & Jones, S. R. (2024). How students understand graphical patterns: Cataloguing the fine-grained, intuitive knowledge elements used in graphical thinking. Journal of Research in Mathematics Education, 55(2), 1-23. https://doi.org/10.5951/jresematheduc-2022-0167
McAfee, S. C. & Rodriguez, J.-M. G. (2024). The importance of clear expectations related to academic integrity in a chemistry course syllabus: What counts as cheating? Journal of Chemical Education, 101(1), 3-9, https://doi.org/10.1021/acs.jchemed.3c00942.
Rodriguez, J.-M. G., Nardo, J. E., Finkenstaedt-Quinn. S., Watts, F. M. (2023). The use of frameworks in chemistry education research. Chemistry Education Research and Practice, 24(4), 1109-1126. https://doi.org/10.1039/D3RP00149K.
Watts, F. M., Dood, A. J., Shultz, G. V., & Rodriguez, J.-M. G. (2023). Comparing student and generative artificial intelligence chatbot responses to organic chemistry writing-to-learn assignments. Journal of Chemical Education, 100(10), 3806-3817. https://doi.org/10.1021/acs.jchemed.3c00664
Watts, F. M. & Rodriguez, J.-M. G. (2023). A review of course-based undergraduate research experiences in chemistry. Journal of Chemical Education, 100(9), 3261-3275. https://doi.org/10.1021/acs.jchemed.3c00570
Hunter, K. H., Rodriguez, J.-M. G., Becker, N. M. (2022). A review of research on the teaching and learning of chemical bonding. Journal of Chemical Education, 99, 2451-2464. https://doi.org/10.1021/acs.jchemed.2c00034
Rodriguez, J.-M. G. & Towns, M. H. (2021). Analysis of biochemistry students’ graphical reasoning using misconceptions constructivism and fine-grained constructivism: Why assumptions about the nature and structure of knowledge matter for research and teaching. Chemistry Education Research and Practice, 22, 1020-1034. https://doi.org/10.1039/D1RP00041A
Hunter, K. H., Rodriguez, J.-M. G., & Becker, N. M. (2021). Making sense of sensemaking: Using the sensemaking framework to investigate student discourse during a collaborative gas law activity. Chemistry Education Research and Practice, 22(2), 328-346. https://doi.org/10.1039.D0RP00290A
Rodriguez, J.-M. G., Lazenby, K., Scharlott, L. J., Hunter, K. H., & Becker, N. M. (2020). Supporting engagement in metamodeling ideas in general chemistry: Development and validation of activities designed using process oriented guided inquiry learning criteria. Journal of Chemical Education, 97(12), 4276-4286. https://dx.doi.org/10.1021/acs.jchemed.0c00321
Rodriguez, J.-M. G., Harrison, A. R., & Becker, N. M. (2020). Analyzing students’ construction of graphical models: How does reaction rate change over time? Journal of Chemical Education, 97(11), 3948–3956. https://doi.org/10.1021/acs.jchemed.0c01036.
Rodriguez, J.-M. G., Hunter, K. H., Scharlott, L. J., & Becker, N. M. (2020). A review of research on process oriented guided inquiry learning: Implications for research and practice. Journal of Chemical Education, 97(10), 3506-3520. https://dx.doi.org/10.1021/acs.jchemed.0c00355
Rodriguez, J.-M. G., Stricker, A. R., & Becker, N. M. (2020). Exploring the productive use of metonymy: Applying coordination class theory to investigate student conceptions of rate in relation to reaction coordinate diagrams. Journal of Chemical Education, 97(8), 2065-2077. https://dx.doi.org/10.1021/acs.jchemed.0c00496
Rodriguez, J.-M. G., Stricker, A. R., & Becker, N. M. (2020). Students’ interpretation and use of graphical representations: Insights afforded by modeling the varied population schema as a coordination class. Chemistry Education Research and Practice, 21(2), 536-560. https://doi.org/10.1039/C9RP00249A [Highlighted in “What lies behind a graph” Education in Chemistry]
Rodriguez, J.-M. G., & Towns, M. H. (2020). Research on students’ understanding of Michaelis-Menten kinetics and enzyme inhibition: Implications for instruction and learning. The Biophysicist, 1(2), 1–13. https://doi.org/10.35459/tbp.2019.000108
Rodriguez, J.-M. G., Bain, K., & Towns, M. H. (2020). The role of epistemology and epistemic games in mediating the use of mathematics in chemistry: Implications for mathematics instruction and research on undergraduate mathematics education. International Journal of Research in Undergraduate Mathematics Education, 6, 279-301. https://doi.org/10.1007/s40753-019-00110-8
Rodriguez, J.-M. G., Bain, K., & Towns, M. H. (2020). Graphical forms: The adaptation of Sherin’s symbolic forms for the analysis of graphical reasoning across disciplines. International Journal of Science and Mathematics Education, 18, 1547-1563. https://doi.org/10.1007/s10763-019-10025-0
Bain, K., Rodriguez, J.-M. G., & Towns, M. H. (2019). Chemistry and mathematics: Research and frameworks to explore student reasoning. Journal of Chemical Education, 96(10), 2086–2096. https://doi.org/10.1021/acs.jchemed.9b00523
Rodriguez, J.-M. G., Hux, N. P., Philips, S. J., & Towns, M. H. (2019). Michaelis–Menten graphs, Lineweaver–Burk plots, and reaction schemes: Investigating introductory biochemistry students’ conceptions of representations in enzyme kinetics. Journal of Chemical Education, 96(9), 1833–1845. https://doi.org/10.1021/acs.jchemed.9b00396
Rodriguez, J.-M. G., & Towns, M. H. (2019). Alternative use for the refined consensus model of pedagogical content knowledge: Suggestions for contextualizing chemistry education research. Journal of Chemical Education, 96(9), 1797–1803. https://doi.org/10.1021/acs.jchemed.9b00415
Bain, K., Rodriguez, J.-M. G., & Towns, M. H. (2019). Investigating student understanding of rate constants: When is a constant “constant”? Journal of Chemical Education, 96(8), 1571–1577. https://doi.org/10.1021/acs.jchemed.9b00005
Rodriguez, J.-M. G., & Towns, M. H. (2019). Catalyzing student learning: Using analogies to teach enzyme kinetics. Journal of Chemical Education, 96(7), 1401–1406. https://doi.org/10.1021/acs.jchemed.9b00004
Rodriguez, J.-M. G., & Towns, M. H. (2019). Analysis of student reasoning about Michaelis–Menten enzyme kinetics: Mixed conceptions of enzyme inhibition. Chemistry Education Research and Practice, 20(2), 428–442. https://doi.org/10.1039/C8RP00276B
Rodriguez, J.-M. G., Bain, K., Hux, N. P., & Towns, M. H. (2019). Productive features of problem solving in chemical kinetics: More than just algorithmic manipulation of variables. Chemistry Education Research and Practice, 20(1), 175–186. https://doi.org/10.1039/C8RP00202A
Rodriguez, J.-M. G., Bain, K., Towns, M. H., Elmgren, M., & Ho, F. M. (2019). Covariational reasoning and mathematical narratives: Investigating students’ understanding of graphs in chemical kinetics. Chemistry Education Research and Practice, 20(1), 107–119. https://doi.org/10.1039/C8RP00156A
Bain, K., Rodriguez, J.-M. G., Moon, A., & Towns, M. H. (2018). The characterization of cognitive processes involved in chemical kinetics using a blended processing framework. Chemistry Education Research and Practice, 19(2), 617–628. https://doi.org/10.1039/C7RP00230K
Rodriguez, J.-M. G., & Towns, M. H. (2018). Modifying laboratory experiments to promote engagement in critical thinking by reframing prelab and postlab questions. Journal of Chemical Education, 95(12), 2141–2147. https://doi.org/10.1021/acs.jchemed.8b00683 [Highlighted in “Critical thinking in the lab (and beyond)” Education in Chemistry]
Rodriguez, J.-M. G., Santos-Diaz, S., Bain, K., & Towns, M. H. (2018). Using symbolic and graphical forms to analyze students’ mathematical reasoning in chemical kinetics. Journal of Chemical Education, 95(12), 2114–2125. https://doi.org/10.1021/acs.jchemed.8b00584
Rodriguez, J.-M. G., Hensiek, S., Meyer, J. R., Harwood, C. J., & Towns, M. H. (2018). Buffers in context: Baby wipes as a buffer system. Journal of Chemical Education, 95(10), 1816–1820. https://doi.org/10.1021/acs.jchemed.8b00378
Bain, K., Rodriguez, J.-M. G., & Towns, M. H. (2018). Zero-order chemical kinetics as a context to investigate student understanding of catalysts and half-Life. Journal of Chemical Education, 95(5), 716–725. https://doi.org/10.1021/acs.jchemed.7b00974
Rodriguez, J.-M. G., Bain, K., Moon, A., Mack, M. R., DeKorver, B. K., & Towns, M. H. (2017). The citation index of chemistry education research in the Journal of Chemical Education from 2008 to 2016: A closer look at the impact factor. Journal of Chemical Education, 94(5), 558–562. https://doi.org/10.1021/acs.jchemed.7b00062
Click on Rodriguez, J.-M. G. for a copy of the article.
Rodriguez, J.-M. G., Philips, S. J., Hux, N. P., & Towns, M. H. (2021). Assessing system ontology in biochemistry: Analysis of students’ problem solving in enzyme kinetics. In G. Tsaparlis (Ed.), Problems and problem solving in chemistry education, (pp.199-216). https://doi.org/10.1039/9781839163586-00199
Towns, M. H., Bain, K., & Rodriguez, J.-M. G. (2019). How did we get here? Using and applying mathematics in chemistry. In M. H. Towns, K. Bain, & J.-M. G. Rodriguez (Eds.), It’s just math: Research on students’ understanding of chemistry and mathematics (pp. 1–8). https://doi.org/10.1021/bk-2019-1316.ch001
Bain, K., Rodriguez, J.-M. G., Moon, A., & Towns, M. H. (2019). Mathematics in chemical kinetics: Which is the cart and which is the horse? In M. H. Towns, K. Bain, & J.-M. G. Rodriguez (Eds.), It’s just math: Research on students’ understanding of chemistry and mathematics (pp. 25–46). https://doi.org/10.1021/bk-2019-1316.ch003
Ho, F. M., Elmgren, M., Rodriguez, J.-M. G., Bain, K. R., & Towns, M. H. (2019). Graphs: Working with models at the crossroad between chemistry and Mathematics. In M. H. Towns, K. Bain, & J.-M. G. Rodriguez (Eds.), It’s just math: Research on students’ understanding of chemistry and mathematics (pp. 47–67). https://doi.org/10.1021/bk-2019-1316.ch004
Rodriguez, J.-M. G., Bain, K., & Towns, M. H. (2019). Graphs as objects: Mathematical resources used by undergraduate biochemistry students to reason about enzyme kinetics. In M. H. Towns, K. Bain, & J.-M. G. Rodriguez (Eds.), It’s just math: Research on students’ understanding of chemistry and mathematics (pp. 69–80). https://doi.org/10.1021/bk-2019-1316.ch005
Topical List
Click on Rodriguez, J.-M. G. for a copy of the article.
Rodriguez, J.-M. G. & Towns, M. H. (2021). Analysis of biochemistry students’ graphical reasoning using misconceptions constructivism and fine-grained constructivism: Why assumptions about the nature and structure of knowledge matter for research and teaching. Chemistry Education Research and Practice, 22, 1020-1034. https://doi.org/10.1039/D1RP00041A
Rodriguez, J.-M. G., Philips, S. J., Hux, N. P., & Towns, M. H. (2021). Assessing system ontology in biochemistry: Analysis of students’ problem solving in enzyme kinetics. In G. Tsaparlis (Ed.), Problems and problem solving in chemistry education, (pp.199-216). https://doi.org/10.1039/9781839163586-00199
Rodriguez, J.-M. G., Harrison, A. R., & Becker, N. M. (2020). Analyzing students’ construction of graphical models: How does reaction rate change over time? Journal of Chemical Education, 97(11), 3948–3956.https://doi.org/10.1021/acs.jchemed.0c01036
Rodriguez, J.-M. G., Stricker, A. R., & Becker, N. M. (2020). Exploring the productive use of metonymy: Applying coordination class theory to investigate student conceptions of rate in relation to reaction coordinate diagrams. Journal of Chemical Education, 97(8), 2065-2077. https://dx.doi.org/10.1021/acs.jchemed.0c00496
Rodriguez, J.-M. G., & Towns, M. H. (2020). Research on students’ understanding of Michaelis-Menten kinetics and enzyme inhibition: Implications for instruction and learning. The Biophysicist, 1(2), 1–13. https://doi.org/10.35459/tbp.2019.000108
Rodriguez, J.-M. G., Bain, K., & Towns, M. H. (2020). The role of epistemology and epistemic games in mediating the use of mathematics in chemistry: Implications for mathematics instruction and research on undergraduate mathematics education. International Journal of Research in Undergraduate Mathematics Education, 6, 279-301. https://doi.org/10.1007/s40753-019-00110-8
Rodriguez, J.-M. G., Hux, N. P., Philips, S. J., & Towns, M. H. (2019). Michaelis–Menten graphs, Lineweaver–Burk plots, and reaction schemes: Investigating introductory biochemistry students’ conceptions of representations in enzyme kinetics. Journal of Chemical Education, 96(9), 1833–1845. https://doi.org/10.1021/acs.jchemed.9b00396
Bain, K., Rodriguez, J.-M. G., & Towns, M. H. (2019). Investigating student understanding of rate constants: When is a constant “constant”? Journal of Chemical Education, 96(8), 1571–1577. https://doi.org/10.1021/acs.jchemed.9b00005
Towns, M. H., Bain, K., & Rodriguez, J.-M. G. (2019). How did we get here? Using and applying mathematics in chemistry. In M. H. Towns, K. Bain, & J.-M. G. Rodriguez (Eds.), It’s just math: Research on students’ understanding of chemistry and mathematics (pp. 1–8). https://doi.org/10.1021/bk-2019-1316.ch001
Bain, K., Rodriguez, J.-M. G., Moon, A., & Towns, M. H. (2019). Mathematics in chemical kinetics: Which is the cart and which is the horse? In M. H. Towns, K. Bain, & J.-M. G. Rodriguez (Eds.), It’s just math: Research on students’ understanding of chemistry and mathematics (pp. 25–46). https://doi.org/10.1021/bk-2019-1316.ch003
Ho, F. M., Elmgren, M., Rodriguez, J.-M. G., Bain, K. R., & Towns, M. H. (2019). Graphs: Working with models at the crossroad between chemistry and Mathematics. In M. H. Towns, K. Bain, & J.-M. G. Rodriguez (Eds.), It’s just math: Research on students’ understanding of chemistry and mathematics (pp. 47–67). https://doi.org/10.1021/bk-2019-1316.ch004
Rodriguez, J.-M. G., Bain, K., & Towns, M. H. (2019). Graphs as objects: Mathematical resources used by undergraduate biochemistry students to reason about enzyme kinetics. In M. H. Towns, K. Bain, & J.-M. G. Rodriguez (Eds.), It’s just math: Research on students’ understanding of chemistry and mathematics (pp. 69–80). https://doi.org/10.1021/bk-2019-1316.ch005
Rodriguez, J.-M. G., & Towns, M. H. (2019). Catalyzing student learning: Using analogies to teach enzyme kinetics. Journal of Chemical Education, 96(7), 1401–1406. https://doi.org/10.1021/acs.jchemed.9b00004
Rodriguez, J.-M. G., & Towns, M. H. (2019). Analysis of student reasoning about Michaelis–Menten enzyme kinetics: Mixed conceptions of enzyme inhibition. Chemistry Education Research and Practice, 20(2), 428–442. https://doi.org/10.1039/C8RP00276B
Rodriguez, J.-M. G., Bain, K., Hux, N. P., & Towns, M. H. (2019). Productive features of problem solving in chemical kinetics: More than just algorithmic manipulation of variables. Chemistry Education Research and Practice, 20(1), 175–186. https://doi.org/10.1039/C8RP00202A
Rodriguez, J.-M. G., Bain, K., Towns, M. H., Elmgren, M., & Ho, F. M. (2019). Covariational reasoning and mathematical narratives: Investigating students’ understanding of graphs in chemical kinetics. Chemistry Education Research and Practice, 20(1), 107–119. https://doi.org/10.1039/C8RP00156A
Rodriguez, J.-M. G., Santos-Diaz, S., Bain, K., & Towns, M. H. (2018). Using symbolic and graphical forms to analyze students’ mathematical reasoning in chemical kinetics. Journal of Chemical Education, 95(12), 2114–2125. https://doi.org/10.1021/acs.jchemed.8b00584
Bain, K., Rodriguez, J.-M. G., & Towns, M. H. (2018). Zero-order chemical kinetics as a context to investigate student understanding of catalysts and half-Life. Journal of Chemical Education, 95(5), 716–725. https://doi.org/10.1021/acs.jchemed.7b00974
Bain, K., Rodriguez, J.-M. G., Moon, A., & Towns, M. H. (2018). The characterization of cognitive processes involved in chemical kinetics using a blended processing framework. Chemistry Education Research and Practice, 19(2), 617–628. https://doi.org/10.1039/C7RP00230K
Click on Rodriguez, J.-M. G. for a copy of the article.
Rodriguez, J.-M. G. & Jones, S. R. (2024). How students understand graphical patterns: Cataloguing the fine-grained, intuitive knowledge elements used in graphical thinking. Journal of Research in Mathematics Education, 55(2), 1-23. https://doi.org/10.5951/jresematheduc-2022-0167
Rodriguez, J.-M. G. & Towns, M. H. (2021). Analysis of biochemistry students’ graphical reasoning using misconceptions constructivism and fine-grained constructivism: Why assumptions about the nature and structure of knowledge matter for research and teaching. Chemistry Education Research and Practice, 22, 1020-1034. https://doi.org/10.1039/D1RP00041A
Rodriguez, J.-M. G., Harrison, A. R., & Becker, N. M. (2020). Analyzing students’ construction of graphical models: How does reaction rate change over time? Journal of Chemical Education, 97(11), 3948–3956. https://doi.org/10.1021/acs.jchemed.0c01036
Rodriguez, J.-M. G., Stricker, A. R., & Becker, N. M. (2020). Exploring the productive use of metonymy: Applying coordination class theory to investigate student conceptions of rate in relation to reaction coordinate diagrams. Journal of Chemical Education, 97(8), 2065-2077. https://dx.doi.org/10.1021/acs.jchemed.0c00496
Rodriguez, J.-M. G., Stricker, A. R., & Becker, N. M. (2020). Students’ interpretation and use of graphical representations: Insights afforded by modeling the varied population schema as a coordination class. Chemistry Education Research and Practice, 21(2), 536-560. https://doi.org/10.1039/C9RP00249A [Highlighted in “What lies behind a graph” Education in Chemistry]
Rodriguez, J.-M. G., Bain, K., & Towns, M. H. (2020). Graphical forms: The adaptation of Sherin’s symbolic forms for the analysis of graphical reasoning across disciplines. International Journal of Science and Mathematics Education, 18, 1547-1563. https://doi.org/10.1007/s10763-019-10025-0
Rodriguez, J.-M. G., Bain, K., & Towns, M. H. (2019). Graphs as objects: Mathematical resources used by undergraduate biochemistry students to reason about enzyme kinetics. In M. H. Towns, K. Bain, & J.-M. G. Rodriguez (Eds.), It’s just math: Research on students’ understanding of chemistry and mathematics (pp. 69–80). https://doi.org/10.1021/bk-2019-1316.ch005
Ho, F. M., Elmgren, M., Rodriguez, J.-M. G., Bain, K. R., & Towns, M. H. (2019). Graphs: Working with models at the crossroad between chemistry and Mathematics. In M. H. Towns, K. Bain, & J.-M. G. Rodriguez (Eds.), It’s just math: Research on students’ understanding of chemistry and mathematics (pp. 47–67). https://doi.org/10.1021/bk-2019-1316.ch004
Rodriguez, J.-M. G., Hux, N. P., Philips, S. J., & Towns, M. H. (2019). Michaelis–Menten graphs, Lineweaver–Burk plots, and reaction schemes: Investigating introductory biochemistry students’ conceptions of representations in enzyme kinetics. Journal of Chemical Education, 96(9), 1833–1845. https://doi.org/10.1021/acs.jchemed.9b00396
Rodriguez, J.-M. G., & Towns, M. H. (2019). Analysis of student reasoning about Michaelis–Menten enzyme kinetics: Mixed conceptions of enzyme inhibition. Chemistry Education Research and Practice, 20(2), 428–442. https://doi.org/10.1039/C8RP00276B
Rodriguez, J.-M. G., Bain, K., Towns, M. H., Elmgren, M., & Ho, F. M. (2019). Covariational reasoning and mathematical narratives: Investigating students’ understanding of graphs in chemical kinetics. Chemistry Education Research and Practice, 20(1), 107–119. https://doi.org/10.1039/C8RP00156A
Rodriguez, J.-M. G., Santos-Diaz, S., Bain, K., & Towns, M. H. (2018). Using symbolic and graphical forms to analyze students’ mathematical reasoning in chemical kinetics. Journal of Chemical Education, 95(12), 2114–2125. https://doi.org/10.1021/acs.jchemed.8b00584
Click on Rodriguez, J.-M. G. for a copy of the article.
Wu, M.-Y. M. & Rodriguez, J.-M. G. (2024). “Navigating and applying epistemic integrity” as a missing science practice: re-envisioning ethics for both undergraduate chemistry students and instructors. Journal of Chemical Education, 101(8), 3135-3145. https://doi.org/10.1021/acs.jchemed.4c00064
Watts, F. M., McAfee S. C., & Rodriguez, J.-M. G. (2024). Using hypothetical scenarios to address social desirability bias: Investigating student perceptions, evaluations, and motivations of cheating and academic integrity in the general chemistry laboratory. Journal of the American Chemical Society Au, 4(5), 2029–2040. https://pubs.acs.org/doi/10.1021/jacsau.4c00227.
McAfee, S. C. & Rodriguez, J.-M. G. (2024). The importance of clear expectations related to academic integrity in a chemistry course syllabus: What counts as cheating? Journal of Chemical Education, 101(1), 3-9. https://doi.org/10.1021/acs.jchemed.3c00942
Watts, F. M., Dood, A. J., Shultz, G. V., & Rodriguez, J.-M. G. (2023). Comparing student and generative artificial intelligence chatbot responses to organic chemistry writing-to-learn assignments. Journal of Chemical Education, 100(10), 3806-3817. https://doi.org/10.1021/acs.jchemed.3c00664
Click on Rodriguez, J.-M. G. for a copy of the article.
Rodriguez, J.-M. G. (2024). Using analytic autoethnography to characterize the variation in the application of the resources framework: What is a resource? Journal of Chemical Education, 101(9), 3676-3690. https://doi.org/10.1021/acs.jchemed.4c00309
Rodriguez, J.-M. G. & Jones, S. R. (2024). How students understand graphical patterns: Cataloguing the fine-grained, intuitive knowledge elements used in graphical thinking. Journal of Research in Mathematics Education, 55(2), 1-23. https://doi.org/10.5951/jresematheduc-2022-0167
Rodriguez, J.-M. G., Nardo, J. E., Finkenstaedt-Quinn. S., Watts, F. M. (2023). The use of frameworks in chemistry education research. Chemistry Education Research and Practice, 24(4), 1109-1126. https://doi.org/10.1039/D3RP00149K.
Rodriguez, J.-M. G. & Towns, M. H. (2021). Analysis of biochemistry students’ graphical reasoning using misconceptions constructivism and fine-grained constructivism: Why assumptions about the nature and structure of knowledge matter for research and teaching. Chemistry Education Research and Practice, 22, 1020-1034. https://doi.org/10.1039/D1RP00041A
Bain, K., Rodriguez, J.-M. G., & Towns, M. H. (2019). Chemistry and mathematics: Research and frameworks to explore student reasoning. Journal of Chemical Education, 96(10), 2086–2096. https://doi.org/10.1021/acs.jchemed.9b00523
Rodriguez, J.-M. G., Bain, K., & Towns, M. H. (2020). Graphical forms: The adaptation of Sherin’s symbolic forms for the analysis of graphical reasoning across disciplines. International Journal of Science and Mathematics Education, 18, 1547-1563. https://doi.org/10.1007/s10763-019-10025-0
Rodriguez, J.-M. G., & Towns, M. H. (2019). Alternative use for the refined consensus model of pedagogical content knowledge: Suggestions for contextualizing chemistry education research. Journal of Chemical Education, 96(9), 1797–1803. https://doi.org/10.1021/acs.jchemed.9b00415
Click on Rodriguez, J.-M. G. for a copy of the article.
Rodriguez, J.-M. G. (2024). Using analytic autoethnography to characterize the variation in the application of the resources framework: What is a resource? Journal of Chemical Education, 101(9), 3676-3690. https://doi.org/10.1021/acs.jchemed.4c00309
Rodriguez, J.-M. G. & Jones, S. R. (2024). How students understand graphical patterns: Cataloguing the fine-grained, intuitive knowledge elements used in graphical thinking. Journal of Research in Mathematics Education, 55(2), 1-23. https://doi.org/10.5951/jresematheduc-2022-0167
Rodriguez, J.-M. G. & Towns, M. H. (2021). Analysis of biochemistry students’ graphical reasoning using misconceptions constructivism and fine-grained constructivism: Why assumptions about the nature and structure of knowledge matter for research and teaching. Chemistry Education Research and Practice, 22, 1020-1034. https://doi.org/10.1039/D1RP00041A
Rodriguez, J.-M. G., Philips, S. J., Hux, N. P., & Towns, M. H. (2021). Assessing system ontology in biochemistry: Analysis of students’ problem solving in enzyme kinetics. In G. Tsaparlis (Ed.), Problems and problem solving in chemistry education, (pp.199-216). https://doi.org/10.1039/9781839163586-00199
Rodriguez, J.-M. G., Harrison, A. R., & Becker, N. M. (2020). Analyzing students’ construction of graphical models: How does reaction rate change over time? Journal of Chemical Education, 97(11), 3948–3956.https://doi.org/10.1021/acs.jchemed.0c01036
Rodriguez, J.-M. G., Stricker, A. R., & Becker, N. M. (2020). Exploring the productive use of metonymy: Applying coordination class theory to investigate student conceptions of rate in relation to reaction coordinate diagrams. Journal of Chemical Education, 97(8), 2065-2077. https://dx.doi.org/10.1021/acs.jchemed.0c00496
Rodriguez, J.-M. G., Stricker, A. R., & Becker, N. M. (2020). Students’ interpretation and use of graphical representations: Insights afforded by modeling the varied population schema as a coordination class. Chemistry Education Research and Practice, 21(2), 536-560. https://doi.org/10.1039/C9RP00249A [Highlighted in “What lies behind a graph” Education in Chemistry]
Rodriguez, J.-M. G., & Towns, M. H. (2020). Research on students’ understanding of Michaelis-Menten kinetics and enzyme inhibition: Implications for instruction and learning. The Biophysicist, 1(2), 1–13. https://doi.org/10.35459/tbp.2019.000108
Rodriguez, J.-M. G., Bain, K., & Towns, M. H. (2020). The role of epistemology and epistemic games in mediating the use of mathematics in chemistry: Implications for mathematics instruction and research on undergraduate mathematics education. International Journal of Research in Undergraduate Mathematics Education, 6, 279-301. https://doi.org/10.1007/s40753-019-00110-8
Rodriguez, J.-M. G., Bain, K., & Towns, M. H. (2020). Graphical forms: The adaptation of Sherin’s symbolic forms for the analysis of graphical reasoning across disciplines. International Journal of Science and Mathematics Education, 18, 1547-1563. https://doi.org/10.1007/s10763-019-10025-0
Bain, K., Rodriguez, J.-M. G., & Towns, M. H. (2019). Chemistry and mathematics: Research and frameworks to explore student reasoning. Journal of Chemical Education, 96(10), 2086–2096. https://doi.org/10.1021/acs.jchemed.9b00523
Rodriguez, J.-M. G., Hux, N. P., Philips, S. J., & Towns, M. H. (2019). Michaelis–Menten graphs, Lineweaver–Burk plots, and reaction schemes: Investigating introductory biochemistry students’ conceptions of representations in enzyme kinetics. Journal of Chemical Education, 96(9), 1833–1845. https://doi.org/10.1021/acs.jchemed.9b00396
Bain, K., Rodriguez, J.-M. G., & Towns, M. H. (2019). Investigating student understanding of rate constants: When is a constant “constant”? Journal of Chemical Education, 96(8), 1571–1577. https://doi.org/10.1021/acs.jchemed.9b00005
Bain, K., Rodriguez, J.-M. G., Moon, A., & Towns, M. H. (2019). Mathematics in chemical kinetics: Which is the cart and which is the horse? In M. H. Towns, K. Bain, & J.-M. G. Rodriguez (Eds.), It’s just math: Research on students’ understanding of chemistry and mathematics (pp. 25–46). https://doi.org/10.1021/bk-2019-1316.ch003
Ho, F. M., Elmgren, M., Rodriguez, J.-M. G., Bain, K. R., & Towns, M. H. (2019). Graphs: Working with models at the crossroad between chemistry and Mathematics. In M. H. Towns, K. Bain, & J.-M. G. Rodriguez (Eds.), It’s just math: Research on students’ understanding of chemistry and mathematics (pp. 47–67). https://doi.org/10.1021/bk-2019-1316.ch004
Rodriguez, J.-M. G., Bain, K., & Towns, M. H. (2019). Graphs as objects: Mathematical resources used by undergraduate biochemistry students to reason about enzyme kinetics. In M. H. Towns, K. Bain, & J.-M. G. Rodriguez (Eds.), It’s just math: Research on students’ understanding of chemistry and mathematics (pp. 69–80). https://doi.org/10.1021/bk-2019-1316.ch005
Rodriguez, J.-M. G., & Towns, M. H. (2019). Analysis of student reasoning about Michaelis–Menten enzyme kinetics: Mixed conceptions of enzyme inhibition. Chemistry Education Research and Practice, 20(2), 428–442. https://doi.org/10.1039/C8RP00276B
Rodriguez, J.-M. G., Bain, K., Hux, N. P., & Towns, M. H. (2019). Productive features of problem solving in chemical kinetics: More than just algorithmic manipulation of variables. Chemistry Education Research and Practice, 20(1), 175–186. https://doi.org/10.1039/C8RP00202A
Rodriguez, J.-M. G., Bain, K., Towns, M. H., Elmgren, M., & Ho, F. M. (2019). Covariational reasoning and mathematical narratives: Investigating students’ understanding of graphs in chemical kinetics. Chemistry Education Research and Practice, 20(1), 107–119. https://doi.org/10.1039/C8RP00156A
Rodriguez, J.-M. G., Santos-Diaz, S., Bain, K., & Towns, M. H. (2018). Using symbolic and graphical forms to analyze students’ mathematical reasoning in chemical kinetics. Journal of Chemical Education, 95(12), 2114–2125. https://doi.org/10.1021/acs.jchemed.8b00584
Bain, K., Rodriguez, J.-M. G., & Towns, M. H. (2018). Zero-order chemical kinetics as a context to investigate student understanding of catalysts and half-Life. Journal of Chemical Education, 95(5), 716–725. https://doi.org/10.1021/acs.jchemed.7b00974
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McAfee, S.C., Watts, F. M., & Rodriguez, J.-M. G.* (2025). A review of research on the teaching and learning of quantum mechanics. Chemistry Education Research & Practice, 26, 578-593. https://doi.org/10.1039/D5RP00030K.
Rodriguez, J.-M. G., Finkenstaedt-Quinn, S., Watts, Field M., Nardo, Jocelyn Elizabeth. (2024). Self-reported limitations in chemistry education research: Providing specific and contextualized limitations supports researchers and practitioners. Journal of Chemical Education, 101(7), 2602-2607. https://doi.org/10.1021/acs.jchemed.4c00217
Rodriguez, J.-M. G., Nardo, J. E., Finkenstaedt-Quinn. S., Watts, F. M. (2023). The use of frameworks in chemistry education research. Chemistry Education Research and Practice, 24(4), 1109-1126. https://doi.org/10.1039/D3RP00149K.
Watts, F. M. & Rodriguez, J.-M. G. (2023). A review of course-based undergraduate research experiences in chemistry. Journal of Chemical Education, 100(9), 3261-3275. https://doi.org/10.1021/acs.jchemed.3c00570
Hunter, K. H., Rodriguez, J.-M. G., Becker, N. M. (2022). A review of research on the teaching and learning of chemical bonding. Journal of Chemical Education, 99, 2451-2464. https://doi.org/10.1021/acs.jchemed.2c00034
Rodriguez, J.-M. G., Hunter, K. H., Scharlott, L. J., & Becker, N. M. (2020). A review of research on process oriented guided inquiry learning: Implications for research and practice. Journal of Chemical Education, 97(10), 3506-3520 https://dx.doi.org/10.1021/acs.jchemed.0c00355
Rodriguez, J.-M. G., Bain, K., Moon, A., Mack, M. R., DeKorver, B. K., & Towns, M. H. (2017). The citation index of chemistry education research in the Journal of Chemical Education from 2008 to 2016: A closer look at the impact factor. Journal of Chemical Education, 94(5), 558–562. https://doi.org/10.1021/acs.jchemed.7b00062
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McAfee, S.C., Tomczyk-Schauer, A. R., Johnson Kempinski, L. E., Williamson, T. C., & Rodriguez, J.-M. G. (2024). A graduate-course-based chemistry education research experience: Describing a general model and the project outcomes related to investigating chemistry graduate students’ perceptions of the imposter phenomenon Journal of Chemical Education, https://pubs.acs.org/doi/10.1021/acs.jchemed.4c00922
Rodriguez, J.-M. G., Lazenby, K., Scharlott, L. J., Hunter, K. H., & Becker, N. M. (2020). Supporting engagement in metamodeling ideas in general chemistry: Development and validation of activities designed using process oriented guided inquiry learning criteria. Journal of Chemical Education, 97(12), 4276-4286. https://dx.doi.org/10.1021/acs.jchemed.0c00321
Rodriguez, J.-M. G., & Towns, M. H. (2020). Research on students’ understanding of Michaelis-Menten kinetics and enzyme inhibition: Implications for instruction and learning. The Biophysicist, 1(2), 1–13. https://doi.org/10.35459/tbp.2019.000108
Rodriguez, J.-M. G., & Towns, M. H. (2019). Catalyzing student learning: Using analogies to teach enzyme kinetics. Journal of Chemical Education, 96(7), 1401–1406. https://doi.org/10.1021/acs.jchemed.9b00004
Rodriguez, J.-M. G., & Towns, M. H. (2018). Modifying laboratory experiments to promote engagement in critical thinking by reframing prelab and postlab questions. Journal of Chemical Education, 95(12), 2141–2147. https://doi.org/10.1021/acs.jchemed.8b00683 [Highlighted in “Critical thinking in the lab (and beyond)” Education in Chemistry]
Rodriguez, J.-M. G., Hensiek, S., Meyer, J. R., Harwood, C. J., & Towns, M. H. (2018). Buffers in context: Baby wipes as a buffer system. Journal of Chemical Education, 95(10), 1816–1820. https://doi.org/10.1021/acs.jchemed.8b00378