Projects

• Pedagogical Content Knowledge in Chemistry (PChK)
• Empirical Chemical Knowledge Development (EChK)

Publications:

• Bond-Robinson J. and Rodriques R.B., (2006), The science of design research used to catalyze graduate TA performance, Journal of Chemical Education 83 (2), 313-323.
• Rodriques R.B. and Bond-Robinson J., (2006). Faculty versus student perspectives of graduate teaching assistants' teaching, Journal of Chemical Education 83 (2), 305-312.
• Bond-Robinson J. and Rodriques R.A.B. (2005). Instruments to drive effective constructivist laboratory teaching, The Chemical Educator, 10, 1-9.
• Bond-Robinson J. (2005). Identifying pedagogical content knowledge (PCK) in the chemistry laboratory, Chemistry Education Research and Practice 6, 83-103.
• Otto, William H.; Larive, Cynthia K.; Mason, Susan L.; Robinson, Janet B.; Heppert, Joseph A.; Ellis, James D. (2005), Using visible spectrophotometers and pH measurements to study speciation in a guided-inquiry laboratory. Journal of Chemical Education 82 (10), 1552-1554.
• Bond-Robinson, J., & Stucky, A. P. (2005, July 15-18). In the genre of laboratory studies: A model of day-to-day authentic inquiry for science educators. Paper in the Proceedings of Eighth International History, Philosophy, Sociology & Science Teaching Conference, Leeds, UK.
• Bond- Robinson, J., & Stucky, A. P. (2005, July 21-23). Grounding scientific inquiry and knowledge in situated cognition. Paper in the Proceedings of Twenty seventh Annual Meeting of the Cognitive Science Society, Strasa, Italy.
• Preece Stucky, A., & Bond-Robinson, J. (2004). Empirical studies of scientists at work: Analysis of authentic inquiry experiences. Paper in the Proceedings of Annual Meeting, National Association for Research in Science Teaching, Vancouver, B.C., 2004. 205225.
• Bond-Robinson, J. (2004). Paradoxical perspectives: Seeming or real contradictions in the nature of explanations, relevance, and organization. In J. Eddy (Ed.), Reflections from the Classroom: A collection of essays on teaching written by notable teachers at the University of Kansas (Vol. 6, pp. 11-16). Lawrence, KS: Center for Teaching Excellence.
• Heppert, J., Ellis J., Robinson, J. Bond, Wolfer, A., & Mason, S. (2002). Problem solving in the chemistry laboratory: A pilot project to reform science teaching and learning Journal of College Science Teaching .31 (5), 322-326.
• Bond Robinson, J. & Preece, A. (2002). Learning by Doing: Cognitive Apprenticeship in Research as a template for teaching inquiry. Proceedings of International History and Philosophy of Science and Science Teaching Conference, Denver, November 7-11, 2001.
• Robinson, J. Bond. (2000). Professional Development of Graduate Teaching Assistants in Facilitation of Learning in Chemistry. Journal of Graduate Teaching Assistant Development, 7 (3), 147-162.
• Robinson, J. Bond. (1998). Modeling Effective Teaching and Learning to Prospective Science Teachers in Introductory Chemistry. In Yager, R.E. & Robinson, J. Bond (Eds.), Translating and Using Research for Improving Teacher Education in Science and Mathematics. Final Report to OERI, U. S. Department of Education. Iowa City, IA: Science Education Center, 1998
• Robinson, J. Bond. Pre-Columbian Chemistry. (1995). Journal of Chemical Education, 72 (5), 416-418.

Invited Talks:

• Techniques arising from & techniques needed to do cognitive studies in chemistry. Talk given to the Techniques in Analytical Geochemistry Seminar, Arizona State University, Nov. 18, 2005
• Research in the Field of Chemical Education. Talk given at the Interdisciplinary Seminar, College of Education, Arizona State University, Oct. 4, 2005
• A Landscape of Research in Chemical Education. Talk in Chemical Education, Arizona State University, January 23, 2005
• The Identity of Pedagogical Chemical Knowledge for Inquiry. Talk in Chemical Education, University of Northern Colorado, Nov. 5, 2004
• The Catalysis of PChK and the Characterization of EChK in Organic Synthesis. Departmental Seminar, University of Kansas Chemistry Department, September 10, 2004.
• Multiple Representations: The Five Faces of Chemical Knowledge. Symposium speaker, Chemical Education Research Symposium, Midwest Regional Conference of the American Chemical Society, Lawrence, KS, October 24, 2002.
• The Development of Empirical Chemical Knowledge. Chemistry Seminar, San Diego State University, January 2002.
• Presentation. Gordon Conference, Innovations in Chemistry Teaching, Ventura, CA, January 11, 2001.
• Pre-Columbian Chemistry. Workshops given at the Society for the Advancement of Chicanos and Native Americans in Science (SACNAS) annual conference, Albuquerque, January, 1993.
• The Environment in the Secondary Chemistry Classroom and Higher Order Thinking. Conference on Chemistry, Wright Center, Tufts University, Boston, July 8, l999.

Presentations/Papers:

• Bond- Robinson, J., & Stucky, A. P. (2005, July 21-23). Grounding scientific inquiry and knowledge in situated cognition. 27th Annual Meeting of the Cognitive Science Society, Strasa, Italy.
• Bond-Robinson, J., & Stucky, A. P. (2005, July 15-18). In the genre of laboratory studies: A model of day-to-day authentic inquiry for science educators. Eighth International History, Philosophy, Sociology & Science Teaching Conference, Leeds, UK.
• Bond-Robinson, J. & Stucky, A. P. (2004). Scientific Reasoning in Day-to-Day Research. 26th Annual Cognitive Science Society Conference, Chicago.
• Bond-Robinson, Janet. (2004) Co-teaching in an urban district: Classroom teachers with graduate students. Biennial Chemical Education Conference, July 2004. Ames: Chemical Abstracts.
• Stucky, Amy Preece & Bond-Robinson, Janet. (2004) Scaffolds in the research lab: Transactive conversations. Biennial Chemical Education Conference, July 2004. Ames: Chemical Abstracts.
• Doyle, Robert A., Jeon, Kyungmoon & Bond-Robinson, Janet. (2004). Scaffolded organic homework problems: How does it compare to group work? Biennial Chemical Education Conference, July 2004. Ames: Chemical Abstracts.
• Bond-Robinson, Janet (2004). Design Research: Scaffolding GTA development through design experiments in a constructivist-learning environment. Biennial Chemical Education Conference, July 2004. Ames: Chemical Abstracts.
• Bond-Robinson, J., & Harrington, E. (2004). What are scientific explanations to general chemistry students? In the American Chemical Society Meeting, March 2004. Anaheim: Chemical Abstracts.
• Preece Stucky, A., & Bond-Robinson, J. (2004). Transacting day-to-day scientific reasoning. In the American Chemical Society, March 04. Anaheim:: Chemical Abstracts.
• Preece Stucky, A., & Bond-Robinson, J. (2004). Cultural Tools for Scientific Inquiry from Grounded Theory. Paper given at the American Educational Research Association, San Diego.
• Preece, A. & Bond-Robinson, J. (2003). Cognitive Apprenticeship in Chemical Research. Proceedings of the 25th Annual Cognitive Science Society, August 1, Boston, MA.
• Bond-Robinson, J. (2004). The Paradox of Explanatory Power. Symposium paper in Professors Speak Out: Challenges in Undergraduate Teaching and What Can Be Done to Meet Them, Center for Teaching Excellence, University of Kansas, November 14, 2003.
• Preece, A. & Bond-Robinson, J. (2003). Cognitive Apprenticeship in Chemical Research. Proceedings of the 24th Annual Cognitive Science Society, August 1, Boston, MA.
• Bond-Robinson, J.(2003). Chemical communication as part and parcel of understanding chemistry. in The American Chemical Society Meeting, March 2003. New Orleans: Chemical Abstracts.
• Rodriques, R. A B & Bond-Robinson, J. (2003). Preparing chemistry graduate teaching assistants (GTAs). in ACS Meeting, March 2003. New Orleans: Chemical Abstracts.
• Poster. Gordon Conference, Innovations in Chemistry Teaching, Connecticut College, June, 2002.
• Bond-Robinson, J. & Rodriques, R. (2002). The Problem-solving model of Pedagogical Content Knowledge. National Association for Research in Science Teaching, New Orleans, April 2002.
• Bond-Robinson, J. Perennial Problems in General Chemistry: The Expert Blind Spot. Biennial Chemical Education Conference, August 2002. Bellingham, WA: Chemical Abstracts.
• Preece, A & Bond-Robinson, J. (2002). Learning by Doing: Cognitive apprenticeship in chemistry. Biennial Chemical Education Conference, August 2002. Bellingham, WA: Chemical Abstracts.
• Rodriques, R. & Bond-Robinson, J. (2002). Growth of GTAs in Pedagogical Content Knowledge. Biennial Chemical Education Conference, August 2002. Bellingham, WA: Chemical Abstracts.
• Bond-Robinson, J. (2001). Growth in Graduate TAs as a result of Observation and Coaching. Presented at the American Chemical Society meeting, March 2001. San Diego: Chemical Abstracts
• Bond-Robinson, J. (2001). The Development of Pedagogical Content Knowledge in Implementing Inquiry. Paper at the National Association for Research in Science Teaching, March 28, 2001.
• Bond-Robinson, J., S. Mason & J. Heppert. Assessment of Teamwork in Inquiry Investigations: Collective Effort Instrument. Biennial Chemical Education Conference, August 2000.Ann Arbor: Chemical Abstracts
• Bond-Robinson, J. “The Development of Pedagogical Content Knowledge in Implementing Inquiry.” Paper given National Association for Research in Science Teaching, New Orleans, April 28, 2000
• Bond-Robinson, J. (2000). Graduate and Advanced Undergraduate SMET Students into Urban Classrooms. GK12 Presentation. Annual PI meeting at NSF, Washington, D. C., Mar 30-31, 2000.
• Bond-Robinson, J. A New Course Promoting the Facilitation of Active Learning Among Undergraduates in Chemistry Laboratories by New GTAs: Learning through Formative Assessment and Peer Review. (2000). ACS Meeting, March 2000. San Francisco: Chemical Abstracts.
• Bond-Robinson, J., A. Wolfer and J. Heppert. (2000). Collaborative Learning in problem-based laboratories. American Chemical Society Meeting, March 2000. San Francisco: Chemical Abstracts.
• Bond-Robinson, J. and J. Heppert Modeling Inquiry for Prospective Science Teachers. Inquiry: Collaborative for Excellence in Teacher Preparation. Sigma Xi, Minneapolis, MN, Nov. 4, l999.
• Bond-Robinson, J. and J. Heppert. (1999). Inquiry Laboratory Investigations in a Web-based Learning Environment. Midwest Regional ACS Meeting, Quincy, IL, October 27, l999
• Poster. Gordon Conference, Innovations in College Chemistry Teaching, Connecticut College, June 20, 1999.
• Bond-Robinson, J. (1999). Effective Learning Environments via Teaching Assistants. Paper given at the National Association for Research in Science Teaching, Boston, Mar 30, 1999.
• Bond-Robinson, J. The Influence of GTA Training in an Inquiry- Oriented Laboratory. American Chemical Society Meeting, March 1999. Anaheim: Chemical Abstracts
• Bond-Robinson, J. Learning Environments in Introductory Chemistry using Teaching Assistants. .American Chemical Society Meeting, March 1999. Anaheim: Chemical Abstracts
• Bond-Robinson, J. "Modeling Effective Teaching and Learning to Teaching Assistants." Presentation given at the CIC Big 10 Conference, Chicago, June 24, l998.

External Grant Support

CURRENT or COMPLETED


• Title: Early CAREER: Strategies Developed by Chemistry Graduate Students in Pedagogical and Empirical Content Knowledge.
  PI: Janet Bond-Robinson
  Source of Support: NSF Early Career to REC Division of EHR
  Total Award Period: 6/1//01 to 5/15/06; Total Award Amount: $527,000
  Transferred to ASU, Fall 2005
  
• Title: Graduate Teaching Fellows in SMET in the Kansas City Schools.
  PI: Janet Bond Robinson
  Source of Support: NSF-GK12
  Total Award Period: 9/1/99-8/18/03; Award Amount: $1,071,243; Completed
  
• Title: Clarifying Concepts of Concentration, Equilibrium, and Reaction Rate in Introductory Chemistry Using Visible Spectroscopy; PI: Joseph A. Heppert
  Source of Support: NSF: CCLI; Total Award Amount: $62,581
  Total Award Period Covered: 05/15/99 - 04/30/01; Completed
  
• Title: Technology-Based Assessments in Undergraduate Chemistry: The Impact of Reasoning, Problem Solving, and Application of Chemical Knowledge to Real world Problems
  PI: Melanie Cooper, Clemson University
  Co-PIs: Ronald Stevens and Terry Vendlinski, UCLA; Janet Bond-Robinson
  Source of Support: NSF-EMD; Total Award Period: 3 yr.
  Total Award Amount: 477,000; Kansas Subcontract to J.Bond Robinson, $119,000
  

Teaching

• Undergraduate:
  General Chemistry for science and engineering majors
  General Chemistry for nursing and middle/elementary pre-service teachers
  Junior/Senior Seminar Course for Chemistry Majors
  
• Graduate:
  Spr2003: “Cognitive Issues in Chemistry: Scientific Reasoning”
  Spr2004: ”Cognitive Issues in Chemistry: Course & Curricular Design and Classroom Research”
  Spr2005: ”Cognitive Issues in Chemistry: Design Research: Design a course for elementary preservice teachers in chemistry”
  Each Fall for all new graduate students: “PChK Development in GTAs”
  Graduate/Upper Division: Seminar: Teaching Science and Mathematics to 6th-12th grade students
  

Research Collaborators

• Colleagues
  James Ellis, U of Kansas
  Susan Mason, Naval Weapons Lab, China Lake, California
  Adam Wolfer, Lower Columbia Community College, Longview, WA
  William Otto, U of Maine at Machias
  Cynthia Larive, U California, Riverside
  
• Graduate and Postdoctoral Advisers
  Robert E. Yager, U of Iowa
  Joseph A. Heppert, U of Kansas
  
• Thesis Advisor
  Robert Doyle, Creighton University, Omaha, NE; M. S.
  Amy Preece Stucky, Bristol-Myers, Evansville, IN, Ph.D.
  
• Postgraduate Sponsor
  Kyung-moon Jeon, National University, Korea
  Romola Rodriques, Jamaica, position unknown
  Nathan Barrows, current post doc
  Randall E. Robinson, current post doc