Research in the Popova Group focuses on exploring and comprehensively characterizing the network of complex relationships among factors that drive instruction (e.g., instructor beliefs about teaching and learning, pedagogical content knowledge, classroom practice) and student outcomes in organic and inorganic chemistry learning environments. Research projects in the group contextualize these relationships in respect to examining the interplay between faculty teaching and student outcomes related to the development of student representational competence skills, problem-solving skills, and conceptual understanding. See ‘Research’ page for the description of concrete projects.

Consensus Model of Teacher Professional Knowledge that hypothesizes various relationships between instruction and student learning outcomes, (adapted from Gess-Newsome, 2015).

We are looking for team members (undergraduate students, graduate students, and postdoctoral scholars) with enthusiasm for investigating the best practices of teaching and learning of chemistry! See ‘Join Us’ page for more information.