Research and Teaching Interests My research exists at the intersection of science education, cognitive science, and the knowledge and reasoning in the discipline of chemistry. The two major lines of research are associated with graduate students learning of empirical and pedagogical chemical knowledge and are funded from NSF.
The study for grounded theory of scientific inquiry looks at empirical chemical knowledge (EChK) gained as a result of graduate research in organic synthesis. The significance of this research is (a) to document on an everyday basis activities and tasks student researchers perform and about which they reason to solve synthetic problems; (b) to apply the means of graduate researchers’ learning to inquiry curricula for science students 6-16. The first phase of this work is completed. The interrelated phenomena have been extensively described and relationships explained in “empirical studies of scientists at work.”
A second line of research, on pedagogical chemical knowledge (PChK), also touches on my teaching interests, i.e., facilitating constructivist teaching and learning. This work is based on design research with graduate TAs in which the catalytic process was implemented and refined over 5 fall semesters and 83 graduate students. We used learning goals, a synthesis of previous literature, a developmental path, and two instruments to measure teaching interactions, resulting in a “Laboratory Teaching Apprenticeship” model. Qualitative audio-video data supplemented statistical data about performance evolution. This design is described and evaluated in “The science of design research used to catalyze graduate TA performance.” We have found three kinds of pedagogical chemical knowledge.
Representative Publications
"The science of design research used to catalyze graduate TA performance," J. Bond-Robinson and R.B. Rodriques, Journal of Chemical Education 83 (2) , 313-323 (2006).
"Faculty versus student perspectives of graduate teaching assistants' teaching," R.B. Rodriques and J. Bond-Robinson, Journal of Chemical Education 83 (2) , 305-312 (2006).
"A Grounded Model of Authentic Inquiry for Science Educators," J. Bond-Robinson and A.P. Stucky, Proceedings of History, Philosophy, Sociology & Science Teaching Conference Eighth International, Leeds, UK, #7 (2005).
"Instruments to drive effective constructivist laboratory teaching," J. Bond-Robinson and R.B. Rodriques, The Chemical Educator 10 (2), 154-163 (2005).
"Grounding scienfific inquiry and knowledge in situated cognition," J. Bond-Robinson and A.P. Stucky, Proceedings of of the Cognitive Science Society 27th Annual Meeting, Stresa, Italy , 310-315 (2005).
"Identifying pedagogical content knowledge (PCK) in the chemistry laboratory," J. Bond-Robinson, Chemistry Education Research and Practice 6, 83-103 (2005).
"Using visible spectrophotometers and pH measurements to study speciation in a guided-inquiry laboratory.," Otto, W.; Larive, C.; Mason, S.; Robinson, J. Bond.; Heppert, J.; Ellis, J. , Journal of Chemical Education 82 (10), 1552-1554. 82 (10), 1552-1554. (2005).
"Paradoxical perspectives: Seeming or real contradictions in the nature of explanations, relevance, and organization. ," Bond-Robinson, J. , Reflections from the Classroom: A collection of essays on teaching written by notable teachers at the University of Kansas 6, 11-16 (2004).
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