Overview
Traditional approaches to chemistry education emphasize the memorization of disconnected facts over the development of meaningful understanding and reasoning. Unlocking Chemical Thinking advocates for a shift toward teaching centered on central disciplinary ideas integrated with authentic chemical practices to encourage students to think and solve problems in relevant contexts. Drawing on current developments in science and chemistry education research, the book highlights the importance of fostering multiple modes of reasoning in chemistry, including the analysis of intuitive ways of thinking that often mislead students, to support more effective learning progressions. It promotes knowledge integration and encourages the creation of learning environments that are both purposeful and inclusive. By reimagining chemistry instruction through the lens of chemical thinking, the book aims to equip students with the intellectual tools to understand and address real-world challenges, preparing them not just to learn chemistry, but to think and act responsibly in a complex, interconnected world.
Full Product Details
Author: Vicente Talanquer (University of Arizona, USA)
Publisher: Royal Society of Chemistry
Imprint: Royal Society of Chemistry
Volume: Volume 15
Dimensions:
Width: 15.60cm
, Height: 1.80cm
, Length: 23.40cm
Weight: 0.598kg
ISBN: 9781837072514
ISBN 10: 1837072515
Pages: 278
Publication Date: 20 May 2026
Audience:
Professional and scholarly
,
Professional & Vocational
Format: Hardback
Publisher's Status: Forthcoming
Availability: Not yet available
This item is yet to be released. You can pre-order this item and we will dispatch it to you upon its release.
Author Information
Vicente Talanquer is a University Distinguished Professor in the Department of Chemistry and Biochemistry at the UA. His research focuses on undergraduate chemistry education. He has published over 150 peer reviewed and invited papers where he has explored the conceptual difficulties that students face when learning chemistry and the effect of different teaching strategies on student understanding. He has also investigated prospective science teachers’ reasoning and practices. Dr. Talanquer has applied the results of his educational research to the development of innovative curricula for undergraduate chemistry education. He has received various awards during his academic career, including the James Flack Norris Award for Outstanding Achievement in the Teaching of Chemistry by American Chemical Society. In 2015, he was named Arizona Professor of the Year by the Carnegie Foundation. In 2019, Dr. Talanquer received the Education Research Award from the Council of Scientific Society Presidents, and in 2021 he was awarded the ACS Award for Achievement in Research for the Teaching & Learning of Chemistry.
