Dr. Resa Kelly
Dr. Kelly is a chemical educator whose research interests involve studying how molecular level animations affect college level students' understanding of general chemistry concepts and examining the expert-novice continuum to depict key features and segments to develop visualization design principles. She is also interested in understanding how misconceptions or alternative conceptions are developed and overturned.
Dr. Resa Kelly
Associate Professor of Chemistry & Science Education
Co-Director, Science Education Program
Office: 418 Duncan Hall
Science Ed Courses Taught
Science Education 173: Methods in Science Teaching
Science 220: Theory and Practice in Science Education
Science 255: Special Topics - History and Trends in Science Education
Ph.D. University of Northern Colorado, Chemical Education, 2005.
M.S. University of Northern Colorado, Chemistry, 2004.
M.A. University of Northern Iowa, Science Education, 2000.
B.A. University of Northern Iowa, Chemistry, 1992.
B.A. University of Notre Dame, Psychology, 1990.
Select Publications in Science Education
Kelly, R. M., Barrera, J. H., & Mohamed, S. C. (2010) An Analysis of Undergraduate General Chemistry Students’ Explanations of the Submicroscopic Level of Precipitation Reactions. Journal of Chemical Education 87(1), 113-118. Publication date(Web): December 18, 2009.
Bishop, M. & Kelly, R. (2009). Bound to fail: challenges faced in the design of molecular level visualizations (Paper 6) Committee on Computers in Chemical Education Newsletter Publication date(Web): December 7-9, 2009.
Kelly, R. M. & Jones, L. L. (2008). Investigating students' ability to transfer ideas learned from molecular animations of the dissolution process. Journal of Chemical Education 85 (2), 303-309.
Kelly, R. M. & Jones, L. L. (2007). Exploring how different features of animations of sodium chloride dissolution affect students' explanations. Journal of Science Education and Technology 16(5), 413-429.
Kelly, R., Phelps, A., & Sanger, M. (2004). The effects of a computer animation on students' conceptual understanding of a can-crushing demonstration at the macroscopic, microscopic, and symbolic levels. Chemical Educator 9(3) 184-189.