Publications and Presentations

Where permission to post published articles on the author's website is permitted by a journal, required copyright notices have been included in the footnotes on this page. Where journals do not grant permission, links to the article abstracts at the journals are provided.

Selected Articles

(for full listing see google scholar page)

Published While at UMB

  • Karch, J.M.; Sevian, H. Development of a framework to capture abstraction in physical chemistry problem solving. Chem. Educ. Res. Pract. 2021, ASAP paper. <available online>

  • Keen, C.; Sevian, H. Qualifying domains of student struggle in undergraduate general chemistry laboratory. Chem. Educ. Res. Pract. 2021, ASAP paper. <available online>

  • Abell, T. N.; Sevian, H. Analyzing chemistry teachers' formative assessment practices using formative assessment portfolio chapters. J. Chem. Educ., 2020, 97(12), 4255-4267. <available online>

  • Orduña Picón, R.; Sevian, H.; Mortimer, E. F. Conceptual profile of substance. Sci. & Educ., 2020, 29, 1317-1360. <available online>

  • Murray, S. A.; Huie, R.; Lewis, R.; Balicki, S.; Clinchot, M.; Banks, G.; Talanquer, V.; Sevian, H. Teachers' noticing, interpreting, and acting on students' chemical ideas in written work. J. Chem. Educ. 2020, 97(10), 3478-3489. <available online>

  • Keen, C.; Couture, S.; Abd El Meseh, N.; Sevian, H. Connecting theory to life: Learning greener electrochemistry by taking apart a common battery. J. Chem. Educ. 2020, 97(4), 934-942. <available online>

  • Dini, V.; Sevian, H.; Caushi, K.; Orduña Picón, R. Characterizing the formative assessment enactment of experienced science teachers. Sci. Educ. 2020, 104(2), 290-325. DOI: 10.1002/sce.21559. <available online open access>

  • Karch, J. M.; García Valles, J. C.; Sevian, H. Looking into the black box: using gaze and pupillometric data to probe how cognitive load changes with mental tasks. J. Chem. Educ. 2019, 96(5) 830-840. DOI: 10.1021/acs.jchemed.9b00014 <available online>

  • Aguiar, O.; Sevian, H.; El-Hani, C.N. Teaching about energy. Sci. & Educ. 2018, 27(9/10), 863-893. DOI: 10.1007/s11191-018-0010-z <available online>

  • Ngai, C.; Sevian, H. Probing the relevance of chemical identity thinking in biochemical contexts. CBE-Life Sci. Educ. 2018, 17(4), ar58, 1-12. <available online>

  • Bulte, A. M. W.; Prins, G.; Meijer, M.; Pilot, A.; Sevian, H. The use of authentic practices as a leading principle for the design of chemistry curricula. Educació Química 2018, 23, 40-46. <available online>

  • Bernholt, S.; Sevian, H. Learning progressions and teaching sequences - old wine in new skins? Chem. Educ. Res. Pract. 2018, 19(4), 989-997. DOI: 10.1039/C8RP90009D <available online>

  • Sevian, H.; Couture, S. Epistemic Games in Substance Characterization. Chem. Educ. Res. Pract. 2018, 19(4), 1029-1054DOI: 10.1039/C8RP00047F <available online>.

  • Sevian, H.; Hugi-Cleary, D.; Ngai, C.; Wanjiku, F.; Baldoria, J.M. Comparison of Learning in Two Context-based University Chemistry Classes. Int. J. Sci. Educ. 2018, 40(10),1239-1262. DOI: 10.1080/09500693.2018.1470353 <available online>.

  • Sevian, H.; Dori, Y.J.; Parchmann, I. How does STEM context-based learning work: What we know and what we still do not know. Int. J. Sci. Educ. 2018, 40(10), 1095-1107. DOI: 10.1080/09500693.2018.1470346 <available online>
    If you would like to have a copy of this paper and do not have access to a library, click on this link for a free download. It only works for the first 50 clicks, and after that it expires, so please don't use it unless you need a free copy.

  • I. Caspari; M.L. Weinrich; H. Sevian; N. Graulich. "This mechanistic step is “productive”: organic chemistry students' backward-oriented reasoning." Chem. Educ. Res. Pract. 2018, 19(1), 42-59. DOI: 10.1039/C7RP00124J <available online>

  • H. Sevian. "Letter to the Editor (Carta al Editor)" in response to K. Taber (2017) "Identifying research foci to progress chemistry education as a field". Educación Química, 2017, 28(4), 302-303. DOI: 10.1016/j.eq.2017.06.002. <available online>

  • M. Clinchot; C. Ngai; R. Huie; V. Talanquer; J. Lambertz; G. Banks; M. Weinrich; R. Lewis; P. Pelletier; H. Sevian. "Better formative assessment." The Science Teacher (March 2017), 69-75. <available online>

  • C. Ngai; H. Sevian. "Capturing chemical identity thinking." J. Chem. Educ., 2017, 94(2), 137-148. <OPEN ACCESS: available online>

  • M. Weinrich; H. Sevian. "Capturing students' abstraction while solving organic reaction mechanism problems across a semester." Chem. Educ. Res. Pract., 2017, 18(1), 169-190. <available online>

  • P. Pande; H. Sevian. "Conceptual fluency: Switching between pre- and post-threshold assumptions of molecular dynamics." In Looi, C., Polman, J., Cress, U., & Riemann, P. Proceedings of the 12th International Conference of the Learning Sciences, 2016, 898-901. <ICLS 2016 Proceedings vol 2 available online>

  • S. Cullipher; H. Sevian. "Atoms versus bonds: How students look at spectra." J. Chem. Educ. 2015, 92(12), 1996-2005. <available online>

  • G. Banks, M. Clinchot, S. Cullipher, R. Huie, J. Lambertz, R. Lewis, C. Ngai, H. Sevian, G. Szteinberg, V. Talanquer, M. Weinrich. "Uncovering chemical thinking in students' decision making: A fuel-choice scenario." J. Chem. Educ. 2015, 92(10), 1610-1618. <available online>

  • H. Sevian, S. Bernholt, G. Szteinberg, S. Auguste, L. C. Pérez. "Use of representation mapping to capture abstraction in problem solving in different courses in chemistry." Chem. Educ. Res. Pract. 2015, 16, 429-446. <available online>

  • S. Cullipher, H. Sevian, V. Talanquer. "Reasoning about benefits, costs, and risks of chemical substances: Mapping different levels of sophistication." Chem. Educ. Res. Pract. 2015, 16, 377-392. <available online>

  • H. Sevian, C. Ngai, G. Szteinberg, P. Brenes, H. Arce. "Concepción de la identidad química en estudiantes y profesores de química: Parte I - la identidad química como base del concepto macroscópico de sustancia." [Translation: Chemistry students' and professors' conceptions of chemical identity: Part I - chemical identity as the basis of the macroscopic concept of substance.] Educación Química, 2015, 26(1), 13-20. <available online>

  • G. Szteinberg, P. Brenes, H. Arce, H. Sevian. "Concepción de la identidad química en estudiantes y profesores de química: Parte II - comparación entre participantes en dos universidades de diferentes paises." [Translation: Chemistry students' and professors' conceptions of chemical identity: Part II - comparison of participants at two universities in different countries.] Educación Química, 2015, 26(2), 100-116. <available online>

  • M. Stains, H. Sevian, "Uncovering implicit assumptions: A large-scale study on students' mental models of diffusion." Research in Science Education, 2015, 45(6), 807-840. <available online>

  • G. Szteinberg, S. Balicki, G. Banks, M. Clinchot, S. Cullipher, R. Huie, J. Lambertz, R. Lewis, C. Ngai, M. Weinrich, V. Talanquer, H. Sevian, "Collaborative professional development in chemistry education research: Bridging the gap between research and practice." J. Chem. Educ., 2014, 91(9), 1401-1408. <available online>.

  • C. Ngai, H. Sevian, V. Talanquer, "What is this substance? What makes it different? Mapping progression in students' assumptions about chemical identity." Intl. J. Sci. Educ., 2014, 36(14), 2438-2461. <available online>

  • H. Sevian, V. Talanquer, "Rethinking chemistry: A learning progression on chemical thinking." Chem. Educ. Res. Pract., 2014, 15(1), 10-23. <available online>

  • V. Talanquer, H. Sevian, "Chemistry in past and new science frameworks and standards: Gains, losses, and missed opportunities." J. Chem. Educ., 2014, 91(1), 24-29. <available online>

  • S. Cullipher, H. Sevian, V. Talanquer, "A learning progression approach to studying benefits, costs and risks in chemical design." La Chimica Nella Scuola 34(3), 344-51 (2012). <available online>

  • H. Sevian, G.W. Fulmer, "Student outcomes from innovations in undergraduate chemistry laboratory learning: A review of projects funded by the US National Science Foundation between 2000-2008" [Resultados en el estudiante a partir del aprendizaje en el laboratorio de Química de la licenciatura: Una revisión de los proyectos subvencionados por la Fundación Nacional de Ciencias de Estados Unidos]. Educación Química, 2012, 23(E1), 149-161. <available online>

  • B. White, M. Stains, M. Escriu-Suñé, E. Medaglia, L. Rostamnjad, C. Chinn, H. Sevian, "A novel instrument for assessing students' critical thinking abilities." J. Coll. Sci. Teaching, 40(5), 102-107 (2011). <available online>

  • K. Cacciatore, H. Sevian, "An urgent call for academic chemists to engage in precollege science education." J. Chem. Educ., 88(3), 248-250 (2011). <available online>
  • M. Stains, M. Escriu-Sune, M.L. Molina Alvarez de Santizo, and H. Sevian, "Assessing Secondary and College Students’ Implicit Assumptions about the Particulate Nature of Matter: Development and Validation of the Structure and Motion of Matter Survey." J. Chem. Ed. 88, 1359 (2011). <available online>
  • H. Sevian and W.E. Robinson, "Clickers promote learning in all kinds of classes - small and large, graduate and undergraduate, lecture and lab." J. Coll. Sci. Teaching, 40(3), 14-18 (2011). <available online> and a webinar based on this paper can be <accessed here>

  • K.M. Foster, K.B. Bergin, A.F. McKenna, D.L. Millard, L.C. Pérez, J.T. Prival, D.Y. Rainey, H.M. Sevian, E.A. VanderPutten, J.E. Hamos, "Partnerships for STEM education." Science, 329(5994), 906-907 (2010). <available online>

  • A. Skerrett and H. Sevian, "Identity and biography as mediators of science and mathematics faculty's involvement in K-12 service." Cult. Stud. of Sci. Educ., 5, 743-66 (2010).
  • K.L. Cacciatore and H. Sevian, "Incremental movement toward an inquiry lab curriculum in general chemistry: Can changing a single lab experiment improve student performance?" J. Chem. Educ. 86(4), 498 (2009).
  • H. Sevian and L. Gonsalves, "Analysing how scientists explain their research: A rubric for measuring the effecitveness of scientific explanations." Intl. J. of Sci. Educ. 30(11), 1441-67 (2008). <link to abstract on IJSE>
  • K.L. Cacciatore, J. Amado, J.J. Evans and H. Sevian, “Connecting solubility, equilibrium and periodicity in a green inquiry experiment for the general chemistry laboratory.” J. Chem. Educ. 85(2), 251 (2008).
  • K.L. Cacciatore and H. Sevian, “Teaching lab report writing through inquiry: A green chemistry stoichiometry experiment for general chemistry.” J. Chem. Ed. 83, 1039 (2006). <JCE83-1039.pdf> and <supplement>
  • H. Sevian, S. Muller, H. Rudmann and M.F. Rubner, “Using Organic Light-Emitting Electrochemical Thin-Film Devices to Teach Materials Science.” J. Chem. Ed. 81, 1620 (2004). <JCE81-1620.pdf> and <supplement>

Published Prior to UMB

  • H. Rudmann, L. Kaplan, H. Sevian and M.F. Rubner, “Improved Device Performance of [Ru(bpy)3](PF6)2 Light-Emitting Devices.” Abstr. Pap. –Am. Chem. Soc. 220, 169 (2000).

  • Rudmann, H.; Kaplan, L.; Sevian, H.; Rubner, M.F.; Polym. Mater. Sci. Eng., 2000, 83, 235.
  • H.M. Sevian, P.K. Brazhnik and J.E.G. Lipson, “Comparison of a Born-Green-Yvon integral equation treatment of a binary polymer blend on a compressible lattice with simulations.” J. Chem. Phys. 99, 4112 (1993). <JCP99-4112.pdf>
  • H.M. Sevian and J.L. Skinner, “Molecular theory of transition energy correlations for pairs of chromophores in liquids or glasses.” J. Chem. Phys. 97, 8 (1992). <JCP97-8.pdf>
  • H.M. Sevian and J.L. Skinner, "A molecular theory of inhomogeneous broadening, including the correlation between different transitions, in liquids and glasses." Theor. Chim. Acta 82, 29 (1992).

  • Skinner, J.L.; Sevian, H.; Aihara, M.; Laird, B.; Stochastic models of population and phase relaxation. In Gans, W., Ed. Large-scale molecular systems (NATO ASI Proceedings Vol. B 258), Plenum: New York, 1991, p 137.

  • Aihara, M., Sevian, H.M.; Skinner, J.L.; Non-Markovian relaxation of a spin-1/2 particle in a fluctuating transverse field: cumulant expansion and stochastic simulation results. Phys. Rev. A, 1990, 41, 6596.
  • H.M. Sevian and J.L. Skinner, “T2 can be greater than 2 T1.” J. Chem. Phys. 91, 1775 (1989). <JCP91-1775.pdf>


  • G. Tsaparlis and H. Sevian (Eds.), Concepts of Matter in Science Education, Dordrecht, The Netherlands: Springer, 2013. <Publisher's website> and Links to other options for purchase: <> and <>

  • H. Sevian (Ed.), The AP Vertical Teams Guide for the Sciences, New York: The College Board, 2011.

Chapters in Books

  • Sevian, H.; Dini, V. A Design-Based Process in Characterizing Experienced Teachers’ Formative Assessment Enactment in Science Classrooms. In McLoughlin, E., Finlayson, O.E., Erduran, S., Childs, P. (Eds.), Bridging Research and Practice in Science Education (pp. 325-337). Dordrecht, The Netherlands: Springer, 2019. <available online>

  • H. Sevian, A.M.W. Bulte, "Learning chemistry to enrich students' views on the world they live in." In I. Eilks, A. Hofstein (Eds.), Relevant chemistry education: From theory to practice, pp. 45-68. Rotterdam, The Netherlands: Sense, 2015. <available online>

  • H. Sevian, V. Talanquer, A.M.W. Bulte, A. Stacy, and J.M. Claesgens, "Development of understanding in chemistry.", In A. Tiberghien, C. Bruguière, P. Clément (Eds.), Topics and trends in current science education: 9th ESERA conference selected contributions, pp. 291-306. Dordrecht, The Netherlands: Springer, 2014. <available online>

  • H. Sevian and M. Stains, "Implicit assumptions and progress variables in a learning progression about structure and motion of matter.", In G. Tsaparlis and H. Sevian (Eds.), Concepts of Matter in Science Education, pp. 69-94. Dordrecht, The Netherlands: Springer, 2013. <available online>

  • G. Tsaparlis and H. Sevian, "Toward a scientifically sound understanding of concepts of matter.", In G. Tsaparlis and H. Sevian (Eds.), Concepts of Matter in Science Education, pp. 485-520. Dordrecht, The Netherlands: Springer, 2013.

  • G. Tsaparlis and H. Sevian, "Introduction: Concepts of matter - complex to teach and difficult to learn.", In G. Tsaparlis and H. Sevian (Eds.), Concepts of Matter in Science Education, pp. 1-8. Dordrecht, The Netherlands: Springer, 2013.

  • Six chapters in A. Eisenkraft and G. Freebury, Active Chemistry, Armonk, NY: It's About Time Publishing, 2006. <Publisher's website>
    • H. Sevian, S. Muller and D. Barry, “Chemical Dominoes”
    • H. Sevian, S. Muller and D. Barry, “Soap Sense”
    • H. Sevian, S. Muller, D. Barry and K.L. Cacciatore, “CSI Chemistry”
    • G. Freebury, A. Eisenkraft, J. Roeder, S. Smith, C. Heltzel, H. Sevian and M. Tinnesand, “Periodic Table”
    • G. Freebury, A. Eisenkraft, J. Roeder, S. Smith, C. Heltzel, H. Sevian and M. Tinnesand, “Cool Chemistry Show”
    • G. Freebury, A. Eisenkraft, J. Roeder, S. Smith, C. Heltzel, H. Sevian and M. Tinnesand, “Movie Special Effects”
  • Three chapters in A. Eisenkraft, Active Physical Science, Armonk, NY: It's About Time Publishing, 2004. [The three chapters are a subset of Active Chemistry: Movie Special Effects, The Periodic Table, and Cool Chemistry Show.] <Publisher's website>

Ph.D. and Master's Theses

  • Steven Cullipher, 2015. Research for the Advancement of Green Chemistry Practice: Studies in Atmospheric and Educational Chemistry. <Available here>
  • Kristen Cacciatore, 2010. Development and Assessment of Green, Research-based Instructional Materials for the General Chemistry Laboratory.

Undergraduate Honors and Capstone Theses

  • Qausarat Ogunneye, 2019. Chemical control: The exploding Pringles Can Challenge. <Available here>

  • Sarah Auguste, 2014. Is there an abstraction threshold in the undergraduate chemistry curriculum? <Available here>

  • Taraneh Farhangmehr, 2013. A case study on how a student's relationship with chemistry affects the development of his identity as a chemist. <Available here>

  • Marta Escriu-Suñé, 2011. "Did you smell that?": Exploring students' explanations of the diffusion of a scented gas in air. <Available here>

  • Mulbah Zaza, 2007. Do animations and visual aids help students learn about entropy? <Available here>

  • Autumn Tobin (née McEuen), 2006. A comparative analysis of active-inquiry vs. traditional laboratory activities and effects on learning mitosis and meiosis. <Available here>

Selected Presentations

Conference Oral Presentations

  • G. Szteinberg, S. Cullipher, C. Ngai, H.Sevian and H. Arce. "Multicultural Perspectives on Chemical Design," 245th ACS National Meeting and Exposition, New Orleans, LA, USA (April 2013).
  • G. Szteinberg, H. Sevian and L. Pérez. "Abstraction Thresholds in Undergraduate STEM Curricula," 245th ACS National Meeting and Exposition, New Orleans, LA, USA (April 2013).
  • S. Cullipher, H. Sevian and V. Talanquer. "Developing a learning progression on benefits, costs, and risks in chemical design," 245th ACS National Meeting and Exposition, New Orleans, LA, USA (April 2013).
  • C. Ngai, H. Sevian and V. Talanquer. "Students' understanding of chemical identity: A comprehensive look," 245th ACS National Meeting and Exposition, New Orleans, LA, USA (April 2013).

Invited talks and keynote addresses

  • Invited research presentation: "Characterizing scientific explanations by scientists and the impact of the GK12 program on improvement in ability to explain science," NSF GK12 annual conference, Washington, DC (March 1, 2008). 
  • Keynote address: "Incremental change toward inquiry in freshman chemistry lab and its impact on student learning," New England Section of the American Chemical Society, Boston (January 9, 2008). 
  • Keynote address at 12th Annual Colloqiuium on Research in Science and Math Education, UMass Lowell (April, 2007). <PDF>
  • Invited tutorial, American Society of Limnology and Oceanography conference, Victoria, BC (June, 2006). <PDF>

Copyright notices

  • J. Chem. Phys. articles: These articles may be downloaded for personal use only. Any other use requires prior permission of the author and the American Institute of Physics.
  • J. Chem. Educ. articles: These articles may be downloaded for personal use only. Any other use requires prior permission of the author and the Division of Chemical Education of the American Chemical Society.