Advanced search
Publication Cover
International Journal of Science Education Volume 29, 2007 - Issue 7
Submit an article Journal homepage
1,224
Views
90
CrossRef citations to date
0
Altmetric
RESEARCH REPORT

Explanations and Teleology in Chemistry Education

Vicente Talanquer University of Arizona, USACorrespondence[email protected]
Pages 853-870 | Published online: 11 May 2007

Citations (90)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (9)

Kathryn Green & Cesar Delgado. (2021) Crossing cultural borders: results of an intervention on community college biology students’ understanding and acceptance of evolution. International Journal of Science Education 43:4, pages 469-496.
Read now
Juan Quílez. (2019) A categorisation of the terminological sources of student difficulties when learning chemistry. Studies in Science Education 55:2, pages 121-167.
Read now
Christoph Kulgemeyer. (2018) Towards a framework for effective instructional explanations in science teaching. Studies in Science Education 54:2, pages 109-139.
Read now
Jonathan Grant Halls, Shaaron Elizabeth Ainsworth & Mary Collette Oliver. (2018) Young children’s impressionable use of teleology: the influence of question wording and questioned topic on teleological explanations for natural phenomena. International Journal of Science Education 40:7, pages 808-826.
Read now
Friederike Trommler, Helge Gresch & Marcus Hammann. (2018) Students’ reasons for preferring teleological explanations. International Journal of Science Education 40:2, pages 159-187.
Read now
Gunnar E. Höst & Jan Anward. (2017) Intentions and actions in molecular self-assembly: perspectives on students’ language use. International Journal of Science Education 39:6, pages 627-644.
Read now
Madeleine Schultz, Gwendolyn A. Lawrie, Chantal H. Bailey, Simon B. Bedford, Tim R. Dargaville, Glennys O'Brien, Roy Tasker, Christopher D. Thompson, Mark Williams & Anthony H. Wright. (2017) Evaluation of diagnostic tools that tertiary teachers can apply to profile their students’ conceptions. International Journal of Science Education 39:5, pages 565-586.
Read now
Ertugrul Sesli & Yilmaz Kara. (2012) Development and application of a two-tier multiple-choice diagnostic test for high school students’ understanding of cell division and reproduction. Journal of Biological Education 46:4, pages 214-225.
Read now
Vicente Talanquer. (2010) Exploring Dominant Types of Explanations Built by General Chemistry Students. International Journal of Science Education 32:18, pages 2393-2412.
Read now

Articles from other publishers (81)

Vicente Talanquer. (2023) Interview with the Chatbot: How Does It Reason?. Journal of Chemical Education 100:8, pages 2821-2824.
Crossref
Bailey Thompson, Zoie Bunch & Maia Popova. (2023) A Review of Research on the Quality and Use of Chemistry Textbooks. Journal of Chemical Education 100:8, pages 2884-2895.
Crossref
Richard Brock & Kostas Kampourakis. (2022) A Justification of Legitimate Teleological Explanations in Physics Education. Science & Education 32:4, pages 927-945.
Crossref
Jacky M. Deng, Myriam S. Carle & Alison B. Flynn. 2022. Student Reasoning in Organic Chemistry. Student Reasoning in Organic Chemistry 74 89 .
Yian Xu & John D. Coley. (2022) Intuitive biological thinking in Chinese 8th graders. Journal of Experimental Child Psychology 224, pages 105511.
Crossref
Amber J. Dood & Field M. Watts. (2022) Mechanistic Reasoning in Organic Chemistry: A Scoping Review of How Students Describe and Explain Mechanisms in the Chemistry Education Research Literature. Journal of Chemical Education 99:8, pages 2864-2876.
Crossref
Nicole Betz & John D. Coley. (2022) Human Exceptionalist Thinking about Climate Change. Sustainability 14:15, pages 9519.
Crossref
Sophie Canac. (2022) Enquête historique à partir d’un espace de contraintes et de nécessités adapté au langage symbolique de la chimieHistorical investigation from a space of constraints and necessities adapted to the symbolic language of chemistry. RDST:25, pages 101-127.
Crossref
Morgan Balabanoff, Haiyan Al Fulaiti, Brittland DeKorver, Michael Mack & Alena Moon. (2022) Development of the Water Instrument: a comprehensive measure of students’ knowledge of fundamental concepts in general chemistry. Chemistry Education Research and Practice 23:2, pages 348-360.
Crossref
Suat Türkoguz & İzel Ercan. (2022) Effect of visual anthropomorphic stories on students’ understanding of the particulate nature of matter and anthropomorphic discourse. Chemistry Education Research and Practice 23:1, pages 206-225.
Crossref
Juliana Machado & Marcelo Gonzaga Rodrigues. (2022) É possível reabilitar o empirismo no Ensino de Ciências? Virtude pragmática sob a ótica antirrealista de Bas van Fraassen. Ciência & Educação (Bauru) 28.
Crossref
Vicente Talanquer. (2021) Multifaceted Chemical Thinking: A Core Competence. Journal of Chemical Education 98:11, pages 3450-3456.
Crossref
Juan Quílez. (2021) Le Châtelier’s Principle a Language, Methodological and Ontological Obstacle: An Analysis of General Chemistry Textbooks. Science & Education 30:5, pages 1253-1288.
Crossref
Ana Aragüés Díaz. (2021) Constructing scientific knowledge thought the primary teacher’s questions in a guided-inquiry lesson of the water cycle. IKASTORRATZA.e-journal on Didactics, pages 141-168.
Crossref
Brandon J. Yik, Amber J. Dood, Daniel Cruz-Ramírez de Arellano, Kimberly B. Fields & Jeffrey R. Raker. (2021) Development of a machine learning-based tool to evaluate correct Lewis acid–base model use in written responses to open-ended formative assessment items. Chemistry Education Research and Practice 22:4, pages 866-885.
Crossref
Jordan Richard Schoenherr & Robert Thomson. (2021) Persuasive Features of Scientific Explanations: Explanatory Schemata of Physical and Psychosocial Phenomena. Frontiers in Psychology 12.
Crossref
Mijung Kim, David Wagner & Qingna Jin. (2021) Tensions and Hopes for Embedding Peace and Sustainability in Science Education: Stories from Science Textbook Authors. Canadian Journal of Science, Mathematics and Technology Education 21:3, pages 501-517.
Crossref
Jacky M. Deng & Alison B. Flynn. (2021) Reasoning, granularity, and comparisons in students’ arguments on two organic chemistry items. Chemistry Education Research and Practice 22:3, pages 749-771.
Crossref
Monica Prima Sari, Rani Oktavia & Khairil Arif. (2021) Developing User-Friendly E-module Hyper-content on Atomic Structure and Periodical Properties of Elements. Journal of Physics: Conference Series 1940:1, pages 012112.
Crossref
João Batista Araujo e Oliveira & Pedro Zany Caldeira. (2021) O conceito de “letramento” como fonte de equívocos e erros conceituais em alfabetização. Cadernos de Linguística 2:1, pages 01-29.
Crossref
Erin Fried, Andrew Martin, Alexa Esler, Antoine Tran & Lisa Corwin. (2020) Design-based learning for a sustainable future: student outcomes resulting from a biomimicry curriculum in an evolution course. Evolution: Education and Outreach 13:1.
Crossref
Helge Gresch. (2020) Teleological explanations in evolution classes: video-based analyses of teaching and learning processes across a seventh-grade teaching unit. Evolution: Education and Outreach 13:1.
Crossref
Christoph Kulgemeyer. (2018) A Framework of Effective Science Explanation Videos Informed by Criteria for Instructional Explanations. Research in Science Education 50:6, pages 2441-2462.
Crossref
Raúl Orduña Picón, Hannah Sevian & Eduardo F. Mortimer. (2020) Conceptual Profile of Substance. Science & Education 29:5, pages 1317-1360.
Crossref
Katherine Lazenby, Avery Stricker, Alexandra Brandriet, Charlie A. Rupp & Nicole M. Becker. (2019) Undergraduate Chemistry Students’ Epistemic Criteria for Scientific Models. Journal of Chemical Education 97:1, pages 16-26.
Crossref
Mikołaj Hernik. (2020) Human tool cognition relies on teleology. Behavioral and Brain Sciences 43.
Crossref
Robert Thomson & Jordan Richard Schoenherr. 2020. Adaptive Instructional Systems. Adaptive Instructional Systems 187 204 .
Sigal Samon & Sharona T. Levy. (2019) Interactions between reasoning about complex systems and conceptual understanding in learning chemistry. Journal of Research in Science Teaching 57:1, pages 58-86.
Crossref
Nicole Betz, Jessica S. Leffers, Emily E. Dahlgaard Thor, Michal Fux, Kristin de Nesnera, Kimberly D. Tanner & John D. Coley. (2019) Cognitive Construal-Consistent Instructor Language in the Undergraduate Biology Classroom. CBE—Life Sciences Education 18:4, pages ar63.
Crossref
Asnat R. Zohar & Sharona T. Levy. (2019) Attraction vs. repulsion – learning about forces and energy in chemical bonding with the ELI-Chem simulation . Chemistry Education Research and Practice 20:4, pages 667-684.
Crossref
Elizabeth L. Day & Norbert J. Pienta. (2019) Transitioning to ebooks: Using Interaction Theory as a Lens To Characterize General Chemistry Students’ Use of Course Resources. Journal of Chemical Education 96:9, pages 1846-1857.
Crossref
Asnat R. Zohar & Sharona T. Levy. (2019) Students' reasoning about chemical bonding: The lacuna of repulsion. Journal of Research in Science Teaching 56:7, pages 881-904.
Crossref
Georgios Tsaparlis, Eleni T. Pappa & Bill Byers. (2019) Proposed pedagogies for teaching and learning chemical bonding in secondary education. Chemistry Teacher International 0:0.
Crossref
Nicholas E. Bodé, Jacky M. Deng & Alison B. Flynn. (2019) Getting Past the Rules and to the WHY: Causal Mechanistic Arguments When Judging the Plausibility of Organic Reaction Mechanisms. Journal of Chemical Education 96:6, pages 1068-1082.
Crossref
Helge Gresch & Matthias Martens. (2019) Teleology as a tacit dimension of teaching and learning evolution: A sociological approach to classroom interaction in science education. Journal of Research in Science Teaching 56:3, pages 243-269.
Crossref
Justin M. Pratt & Ellen J. Yezierski. (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, pages 203-212.
Crossref
Victoria DeCocq & Gautam Bhattacharyya. (2019) TMI (Too much information)! Effects of given information on organic chemistry students’ approaches to solving mechanism tasks. Chemistry Education Research and Practice 20:1, pages 213-228.
Crossref
Patricia Moreira, Ainoa Marzabal & Vicente Talanquer. (2019) Using a mechanistic framework to characterise chemistry students' reasoning in written explanations. Chemistry Education Research and Practice 20:1, pages 120-131.
Crossref
Hauke Bartels & Christoph Kulgemeyer. (2019) Explaining physics: an online test for self-assessment and instructor training. European Journal of Physics 40:1, pages 015701.
Crossref
Vicente Talanquer. (2018) Importance of Understanding Fundamental Chemical Mechanisms. Journal of Chemical Education 95:11, pages 1905-1911.
Crossref
Melanie M. Cooper & Ryan L. Stowe. (2018) Chemistry Education Research—From Personal Empiricism to Evidence, Theory, and Informed Practice. Chemical Reviews 118:12, pages 6053-6087.
Crossref
Kinsey Bain & Marcy H. Towns. (2018) Investigation of Undergraduate and Graduate Chemistry Students’ Understanding of Thermodynamic Driving Forces in Chemical Reactions and Dissolution. Journal of Chemical Education 95:4, pages 512-520.
Crossref
Péter Bagoly-Simó. 2018. The Palgrave Handbook of Textbook Studies. The Palgrave Handbook of Textbook Studies 141 155 .
Jarkko Joki & Maija Aksela. (2018) The challenges of learning and teaching chemical bonding at different school levels using electrostatic interactions instead of the octet rule as a teaching model. Chemistry Education Research and Practice 19:3, pages 932-953.
Crossref
Georgios Tsaparlis, Eleni T. Pappa & Bill Byers. (2018) Teaching and learning chemical bonding: research-based evidence for misconceptions and conceptual difficulties experienced by students in upper secondary schools and the effect of an enriched text. Chemistry Education Research and Practice 19:4, pages 1253-1269.
Crossref
Sigal Samon & Sharona T. Levy. (2017) Micro-macro compatibility: When does a complex systems approach strongly benefit science learning?. Science Education 101:6, pages 985-1014.
Crossref
Madeleine Schultz & Glennys O’Brien. 2017. Implementing Communities of Practice in Higher Education. Implementing Communities of Practice in Higher Education 501 530 .
Corey Kundert & Laird R. O. Edman. 2017. Religious Cognition in China. Religious Cognition in China 79 96 .
Antonio Joaquín Franco-Mariscal, José María Oliva-Martínez, Ángel Blanco-López & Enrique España-Ramos. (2016) A Game-Based Approach To Learning the Idea of Chemical Elements and Their Periodic Classification. Journal of Chemical Education 93:7, pages 1173-1190.
Crossref
Minsu Ha. (2016) The Comparative Analysis of Evolution Conceptions in Pre- and In-Service Biology Teachers. BIOLOGY EDUCATION 44:2, pages 277-288.
Crossref
Antonio-Joaquín Franco-Mariscal, José María Oliva-Martínez & M. L. Almoraima Gil. (2015) Understanding the Idea of Chemical Elements and Their Periodic Classification in Spanish Students Aged 16–18 Years. International Journal of Science and Mathematics Education 14:5, pages 885-906.
Crossref
Adrian Villalta-Cerdas & Santiago Sandi-Urena. (2016) Assessment of self-explaining effect in a large enrolment General Chemistry course. Educación Química 27:2, pages 115-125.
Crossref
Gde Buana Sandila Putra & Kok-Sing Tang. (2016) Disciplinary literacy instructions on writing scientific explanations: a case study from a chemistry classroom in an all-girls school. Chemistry Education Research and Practice 17:3, pages 569-579.
Crossref
Kelly M. Elkins & Kristen L. Murphy. 2016. Technology and Assessment Strategies for Improving Student Learning in Chemistry. Technology and Assessment Strategies for Improving Student Learning in Chemistry 211 223 .
John K. Gilbert & Rosária JustiJohn K. Gilbert & Rosária Justi. 2016. Modelling-based Teaching in Science Education. Modelling-based Teaching in Science Education 121 148 .
Jong-Yoon Park & Eun-Kyoung Kim. (2015) Pre-service Chemistry Teachers’ Understanding of the Potential Energy Curve. Journal of the Korean Chemical Society 59:6, pages 508-519.
Crossref
Cesar Delgado. (2014) Navigating Tensions Between Conceptual and Metaconceptual Goals in the Use of Models. Journal of Science Education and Technology 24:2-3, pages 132-147.
Crossref
John D. Coley & Kimberly Tanner. (2015) Relations between Intuitive Biological Thinking and Biological Misconceptions in Biology Majors and Nonmajors. CBE—Life Sciences Education 14:1, pages ar8.
Crossref
Jarkko Joki, Jari Lavonen, Kalle Juuti & Maija Aksela. (2015) Coulombic interaction in Finnish middle school chemistry: a systemic perspective on students' conceptual structure of chemical bonding. Chemistry Education Research and Practice 16:4, pages 901-917.
Crossref
Jesper Haglund, Staffan Andersson & Maja Elmgren. (2015) Chemical engineering students' ideas of entropy. Chemistry Education Research and Practice 16:3, pages 537-551.
Crossref
박종윤. (2014) An Analysis of the Descriptions of Chemical Element in Textbooks - Focusing on Differentiating from the Atom -. Journal of Research in Curriculum Instruction 18:4, pages 1239-1259.
Crossref
Nicole M. Becker & Melanie M. Cooper. (2014) College chemistry students' understanding of potential energy in the context of atomic-molecular interactions. Journal of Research in Science Teaching 51:6, pages 789-808.
Crossref
Daniel T. Pyburn & Samuel Pazicni. (2014) Applying the Multilevel Framework of Discourse Comprehension To Evaluate the Text Characteristics of General Chemistry Textbooks. Journal of Chemical Education 91:6, pages 778-783.
Crossref
James M. Nyachwaya, Abdi-Rizak M. Warfa, Gillian H. Roehrig & Jamie L. Schneider. (2014) College chemistry students' use of memorized algorithms in chemical reactions. Chem. Educ. Res. Pract. 15:1, pages 81-93.
Crossref
Vicente Talanquer. (2013) When Atoms Want. Journal of Chemical Education 90:11, pages 1419-1424.
Crossref
Adrián Villalta-Cerdas & Santiago Sandi-Urena. (2013) Self-explaining and its Use in College Chemistry Instruction. Educación Química 24:4, pages 431-438.
Crossref
José A. Chamizo. (2011) A New Definition of Models and Modeling in Chemistry’s Teaching. Science & Education 22:7, pages 1613-1632.
Crossref
Chia-Yu Wang & Lloyd H. Barrow. (2013) Exploring conceptual frameworks of models of atomic structures and periodic variations, chemical bonding, and molecular shape and polarity: a comparison of undergraduate general chemistry students with high and low levels of content knowledge. Chem. Educ. Res. Pract. 14:1, pages 130-146.
Crossref
James G. Lennox & Kostas Kampourakis. 2013. The Philosophy of Biology. The Philosophy of Biology 421 454 .
Georgios Tsaparlis & Hannah Sevian. 2013. Concepts of Matter in Science Education. Concepts of Matter in Science Education 485 520 .
Keith S. Taber & Karina Adbo. 2013. Concepts of Matter in Science Education. Concepts of Matter in Science Education 347 370 .
Vicente Talanquer. 2013. Concepts of Matter in Science Education. Concepts of Matter in Science Education 331 346 .
Jonathan Birch. (2011) Robust processes and teleological language. European Journal for Philosophy of Science 2:3, pages 299-312.
Crossref
Kostas Kampourakis, Eirini Palaiokrassa, Maria Papadopoulou, Vasiliki Pavlidi & Myrto Argyropoulou. (2012) Children’s Intuitive Teleology: Shifting the Focus of Evolution Education Research. Evolution: Education and Outreach 5:2, pages 279-291.
Crossref
David Geelan. 2012. Second International Handbook of Science Education. Second International Handbook of Science Education 987 999 .
Leonardo Martín González Galli & Elsa N. Meinardi. (2010) The Role of Teleological Thinking in Learning the Darwinian Model of Evolution. Evolution: Education and Outreach 4:1, pages 145-152.
Crossref
Kariluz Dávila & Vicente Talanquer. (2009) Classifying End-of-Chapter Questions and Problems for Selected General Chemistry Textbooks Used in the United States. Journal of Chemical Education 87:1, pages 97-101.
Crossref
. (2009) Solubility of a Salt Dissolved in Water in the Presence of Another Salt. Journal of the Korean Chemical Society 53:4, pages 453-465.
Crossref
Vicente Talanquer. (2009) Química: ¿Quién eres, a dónde vas y cómo te alcanzamos?. Educación Química 20, pages 220-226.
Crossref
Jong-Yoon Park & Yun-Hee Lee. (2008) Identification of College Students' Understanding of the Thermodynamic Aspects Regarding the Dissolution of Solids and Gases. Journal of the Korean Chemical Society 52:2, pages 186-196.
Crossref
Guy Lamoureux & John F. Ogilvie. (2021) Orbitals in General Chemistry, Part I: The Great Debate. SSRN Electronic Journal.
Crossref

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.