Dr. George Long presented at the Cognition in Chemical Education symposium at the American Chemical Society National Meeting in San Francisco on March 24, 2010.
Long presented “Inquiry Learning and the Sensemaking Process in Chemistry,” which included research results on the sensemaking constituent of a student’s mental model of the periodic table. The data from several participants was used to show how learners make sense of elemental properties while solving simple problems designed to show trends in the periodic table. The results strengthened the theoretical perspective of mental models of chemical concepts.
The research was supported by a grant from the National Science Foundation.
The American Chemical Society holds two National Meetings each year over a five day period in early spring and late summer. More than 14,000 chemists from academia, government, and industry attend the meeting to share research in more than thirty technical divisions, comprising more than seven thousand oral and poster presentations.
Long’s research interests focus on the application of computers and the Internet on chemical education, and physical chemistry with focus on laser photothermal spectroscopy. Recently, he was co-awarded a National Science Foundation grant of $148,000 to support research into a method of evaluating teaching methods based on the theoretical concept of construction of mental models of chemical concepts.
Long received his undergraduate degree in chemistry at Thiel College, a master’s degree at Michigan Technological University, and his Ph.D. at Utah State University for Photothermal Spectroscopy using a Pulsed CO2 Laser. He joined the Chemistry Department in 1988.