- Give us the name of each interviewee and write a short summary of the kinds of professional publications they've authored (according to their website, CV and/or other easily findable online resources that list their publications). You don't need to include all the bibliographic information for their publications, just the basic facts.
Vicente Talanquer
Dr. Talanquer's professional publications tend to consist of topics based on the students' chemical thought process on different chemical ideas. His publications consist of identifying how students process themselves when in the laboratory and some of his early works are based on chemical theories such as chemical waves, convection, and oscillating reactions.
Craig Aspinwall
Dr. Aspinwall has co-authored publications which revolve around analytical chemistry. Such publications go into detail on Phospholipid nanoshells to how surface energy affects stable lipid membranes. In his publications are also topics of how Calcium regulated ATP release is related to certain gastrointestinal tumors.
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alex ramos ,"Flip Flap" ,12/11/12 via Pixabay
CC0 Public Domain |
2) Track down a few of their publications online. Be sure to
examine at least two different publications by each interviewee (and hyperlink us to the two examples for each). What
professional genres has each interviewee written in? Explain how these genres differ from each other, according to conventions, formatting, techniques, content, and anything else that seems relevant to describe.
Publications of Vicente Talanquer
here and
here.
Publications of Craig Aspinwall
here and
here.
Talanquer has written in the genre of Chemical Education and Aspinwall has written in Analytical Chemistry. Chemical education and analytical chemistry have similar conventions in which both are structured around the scientific method. That is, they start with an introduction, hypothesis, testing,etc. The difference in these two genres is the manner in which the content is written.
In analytical chemistry, the content needs to be precise, factual and consistent. Whereas in chemical education, the content needs to be written in a more narrative manner and more terms need to be explained since, unlike in analytical chemistry the reader is expected to understand the author's terms, the author of a chemical education piece must explain the terms they use in their document.
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mozlase "Kids Book" 2015 via Pixabay
CC0 Public Domain |
3)What is the
context surrounding the two different pieces published by each of your interviewees? (See the bulleted questions on
Student's Guide page 180 for specific questions about context). Cite specific details from the pieces in your answers.
Vicente Talanquer
The first hyperlinked document seems to be in the context of chemical education. The document is framed around the idea to "building the to map progression in students’ ability to make decisions about the consequences of using and producing chemicals." It is targeted towards those interested in Chemical Education since it is published in the Journal of Chemical Education.
The second document seems to be framed around a similar question of understanding chemistry students' thinking processes. As mentioned in the document, "the central goal of this study was to analyze the complexity of students’ explanations about how and why chemical reactions happen in terms of the types of causal connections students built between expressed concepts and ideas."
It is most likely intended for other educators as it is published in the Royal Society of Chemistry.
Craig Aspinwall
Aspinwall's first document is based on insulin receptors. The purpose of this document seems to be that "the beta cell insulin
receptor can mediate positive feedback for insulin secretion." The audience is most likely other researchers in insulin receptors.
The second document is about how a specific type of insulin receptor plays in secretion of insulation.
The document seems to be written for other science researchers interested in the effects of certain receptors to insulation secretion.
4)What is the overall
message of each piece? How did you decide this? Cite specific details from the pieces in your answers.
Vicente Talanquer
The first hyperlinked document seems to be that the manner in which students think chemically is very intuitive. The text says "results revealed that most reasoning was intuitive in conceptual sophistication and relational in argumentative nature, driven by the consequences of using the fuels based on their composition." This indicates the message they are trying to get across.
The second document seems to have the message that the " Linear causal reasoning was the major mode of reasoning applied by our study participants across educational levels".
Craig Aspinwall
Aspinwall's first document seems to imply that its message is "the presence of a positive feedback mechanism
for insulin secretion mediated by the insulin receptor
provides a potential link between impaired insulin secretion
and insulin resistance".
Document two intends to send the message that "autocrineactivated
increases in [Ca21]i are due to release of intracellular
Ca21 stores, especially the endoplasmic reticulum,
mediated by insulin receptor substrate-1 and
phosphatidylinositol 3-kinase."
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kaboompics "man reading" 2015 via pixabay
CC0 Public Domain |
5) What
purpose is each piece trying to achieve? Cite specific details from the pieces in your answers.
Vicente Talanquer
The purpose of both of the documents is to help understand the road map that students use to understand chemical reactions. Mentioned from the first document like "In this study, a research
team comprising teachers and educational researchers collaborated in collecting and analyzing cognitive interviews with students from 8th grade through first-year university general chemistry in an effort to map progression in students’ ability to make decisions about the consequences of using and
producing chemicals and "In this study, a research team comprising teachers and educational researchers collaborated in collecting and analyzing cognitive interviews with students from 8th grade
through first-year university general chemistry in an effort to map progression in students’ ability to make decisions about the consequences of using and producing chemicals."
Craig Aspinwall
Aspinwall's first document is to give a clearer understanding of "the importance of these effects for normal
glucose homeostasis" which "has been demonstrated by the glucose
intolerance and reduction of first phase glucose-stimulated insulin
secretion in mice lacking the b-cell insulin receptor (20)
and impaired insulin secretion associated with IRS-1 polymorphisms
(21)."
The second journal tries to achieve the goal to inform researchers on the role that "Autocrine activation of
insulin secretion is mediated by the increase in [Ca21]i
and activation of protein kinase C".
