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Over the past few decades, research in chemistry education primarily focused on a misconception view of students’ conceptual understanding. However, recently there has been a shift from this misconception view that views knowledge as an intact cognitive unit to resources-based frameworks that views learning as the activation of resources generated based on a particular context and task. The resources framework, made popular by the work of Hammer and Redish, has been used frequently in physics education research. Although CER is seeing increased use of this framework, it is still unfamiliar to many in our community. In this symposium, we invite presentations that focus on 1) the details of research methods employed when using a resources-based framework or 2) the outcomes and implications of research studies that use resources-based framework. Abstracts should include specific details about how resources-based framework was used, including how it shaped research questions, data collection, data analysis, and interpretation.

Cross-cutting Thread(s):
Organizer 1

Suazette Reid Mooring

Organizer 1 Email
smooring@gsu.edu
Organizer 2

Alena Moon

Organizer 2 Email
amoon3@unl.edu