Resa Kelly

Dr. Resa Kelly

Chemical Education

DH 418
(408) 924-4940
Research Group Page


B.A. Psychology, University of Notre Dame, 1990
B.A. Chemistry, University of Northern Iowa, 1992
M.A. Science Education, University of Northern Iowa, 2000
M.S. Chemistry, University of Northern Colorado, 2004
Ph.D. Chemical Education, University of Northern Colorado, 2005

Research Interests

How animations of microscopic chemistry concepts affect student learning and influence the correction and creation of misconceptions.

Selected Publications

  • Kelly, R.M. (2014) "Using variation theory with metacognitive monitoring to develop insights into how students learn from molecular visualizations." Journal of Chemical Education DOI: 10.1021/ed500182g. Publication date (Web) June 13, 2014.

  • Kelly, R. (2013) "How a qualitative study with chemistry instructors informed atomic level animation design." Pedagogic Roles of Animations and Simulations in Chemistry Courses; Suits, J.; Sanger, M., Eds.; American Chemical Society: Washington, DC.

  • 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 computer animation on students' conceptual understanding of a can-crushing demonstration at the macroscopic, microscopic, and symbolic levels. Chemical Educator 9(3) 184-189.