Nicole Becker

Research

Research in the Becker Lab focuses on understanding how undergraduate chemistry students develop their reasoning and conceptual understanding across various topics. One study explores how students' ideas about particulate-level variation evolve throughout their first year of college chemistry. It uses eye-tracking technology and semi-structured interviews to analyze their interpretation of graphical representations. Another project examines how students' understanding of bonding models develops as they progress through general, organic, inorganic, and physical chemistry courses. This research uses longitudinal and cross-sectional methods to provide a holistic view of students' cognitive and epistemic development.

We also explore how different learning environments influence students' engagement in three-dimensional (3D) learning, which emphasizes scientific practices, core ideas, and cross-cutting concepts. This work, conducted in collaboration with other universities, assesses how different curricula impact students' reasoning and epistemological framing. Past projects include developing strategies to enhance students' understanding of mathematical models in chemistry and using theoretical lenses to examine how they interpret energy distribution in chemical processes.

Together, these projects aim to enhance chemistry education by informing teaching practices, developing effective learning activities, and improving an understanding of how students learn and reason with complex scientific concepts.

Contact / Webpage

Area(s) of Interest

Publications

Selected Publications:

Scharlott, L. J.; Rippey, D. W., Rosa, V.; & Becker, N. M. Progression towards causal mechanistic reasoning through phenomena-based learning in introductory chemistry. J. Chem. Edu. 2024, 101(3), 777-788.

Ralph, V.R.; Scharlott L.J.; Schafer, A.G.L.; Deshaye, M.Y.; Stowe, R.L.; & Becker, N.M. Advancing equity in STEM: The impact assessment design has on who succeeds in introductory chemistry. JACS Au. 2022, 2(8), 1869 – 1880.

Ralph, V. R.; Scharlott, L. J.; Schwarz, C. E.; Becker, N. M.; Stowe, R. S. (2022). Beyond Instructional Practices: Characterizing learning environments that support students in explaining chemical phenomena. J. Res. Sci. Teach. 2022, 59(5), 841-875.

Hunter, K. H.; Rodriguez, J.-M. G.; & Becker, N. M. A Review of Research on the Teaching and Learning of Chemical Bonding. J. Chem. Edu. 2022, 99(7), 2451-2464. 

Hunter, K.; Rodriguez, J-M. G.; Becker, N. M. Making sense of sensemaking: Using the sensemaking epistemic game to investigate student discourse during a collaborative gas law activity. Chem. Edu. Res. and Pract. 2021, 22(2), 328-346.

Rodriguez, J.-M. G.; Hunter, K. H.; Scharlott, L. J.; Becker, N. M. A review of research on Process Oriented Guided Inquiry Learning: Implications for research and practice. J. Chem. Edu. 2020, 97(10), 3506-3520.

Lazenby, K.; Stricker, A.; Brandriet, A.; Rupp, C.; Becker, N. M. Undergraduate chemistry students’ epistemic criteria for scientific models. J. Chem. Edu. 2020, 97(1), 16-26.

Lazenby, K.; Stricker, A.; Brandriet, A.; Rupp, C.; Mauger-Sonnek, K.; Becker, N. M. Mapping undergraduate chemistry students’ epistemic ideas about models and modeling. J. Res. in Sci. Teach. 2019. 57(5), 794-824.

Lazenby, K.; Rupp, C.; Brandriet, A.; Mauger-Sonnek, K.; Becker, N. M. Undergraduate chemistry students’ conceptualization of models in general chemistry. J. Chem. Edu. 2019, 96(3), 455-468.

Becker, N. M.; Rupp, C.; Brandriet, A. Engaging students in analyzing and interpreting data to construct mathematical models: An analysis of students’ reasoning in a method of initial rates task. Chem. Edu. Res. and Pract. 2017, 18(4), 798 - 810.

CV

B.S., 2004, South Dakota State University

Ph.D., 2012 Purdue University

Postdoctoral Researcher, Michigan State University

Assistant professor, 2014 - 2020, University of Iowa

Associate professor 2021 - 2023, University of Iowa

Associate professor 2024 - Present, Michigan State University

Awards

Coming Soon!

Year	Award	Organization