Impact of an instructional team's feedback on an instructor's teaching practices in a Biology of Cancer course.

The effective implementation of evidence-based teaching (EBT) in large college courses benefits from the successful use of instructional teams. An instructional team's feedback allows instructors to act based on evidence of student learning, addressing students' needs. This feedback may be particularly important for novice instructors or experienced instructors teaching a class for the first time.

Thinking and Learning in Nested Systems: The Classroom Level.

Teaching and learning in college chemistry classrooms is affected by a variety of structural and psychosocial factors that influence classroom dynamics. In this second part of a two-part perspective [Talanquer et al. J.

The Complexity of Reasoning about and with Chemical Representations.

External visual representations of chemical entities and processes (chemical representations) play a critical role in chemical thinking and practice. They support reasoning by serving as bridges between the macroscopic world and the chemical models that help us make sense of the properties and behaviors of substances in our surroundings. Consequently, many chemistry education research studies have been carried out to explore and foster students' representational competency in our discipline.

Didaktik Models in Chemistry Education.

The decisions and actions that chemistry educators make regarding why, what, how, and when to teach certain content or implement a specific instructional activity are often guided, but also constrained, by explicit or implicit "didaktik models". These types of models direct our attention and actions when designing curricula, planning for instruction, or assessing the learning process. They also give educators a professional language when talking or reflecting about teaching and learning.