University of Arizona distinguished professor Dr. Vicente Talanquer honored as AAAS Fellow for advancing chemistry education

For Dr. Vicente Talanquer, being named a fellow of the American Association for the Advancement of Science (AAAS) is not just a personal milestone, it’s recognition of a field that sometimes is overlooked.

“Being recognized for educational work is always special to me,” Talanquer said. “In general, I perceive that there is more recognition for traditional research in any scientific field than it is for people that are dedicated to education, so I was really pleased.”

Talanquer, a University Distinguished Professor in the University of Arizona’s Department of Chemistry and Biochemistry, has built his career around a central question: how do students actually think about chemistry?

Election as an AAAS fellow follows a competitive, multi-step process in which nominees are reviewed by disciplinary committees and ultimately elected by the AAAS Council for their scientifically or socially distinguished contributions to advancing science.

His research focuses on identifying the patterns of reasoning students use when solving problems, especially when those problems require more than memorization. By studying how students classify, predict and infer, Talanquer and his research group have uncovered a critical barrier to learning: the gap between everyday thinking and scientific reasoning.

“What is surprising is that there are many powerful ways that humans think about the world, what we call common sense reasoning,” he said. “But when you try to apply that type of thinking in a scientific context it can hinder understanding.”

He said that disconnect makes learning chemistry particularly challenging. Students must learn not just new content but an entirely new way of thinking.

Over time, Talanquer’s work has gone beyond research and into real-world classrooms. His findings have informed curriculum changes at the University of Arizona and other institutions, helping reshape how chemistry is taught.

“The most satisfying part is the fact that we have been able to translate that into ways of teaching that have propagated not only to the U of A, but to other universities,” he said. “To see the impact of your ideas in different spaces, that’s very satisfying.”

Still, he acknowledges that change in education is slow.

“Our educational systems are quite conservative, so making changes sometimes is quite challenging,” Talanquer said. “I’m happy that there is some effect on the way people think about teaching and learning in chemistry.”

That impact has not gone unnoticed. In addition to being named an AAAS Fellow, Talanquer also recently received the Nyholm Prize for Education from the Royal Society of Chemistry, another major recognition of his contributions to chemistry education.

His approach to teaching has evolved alongside his research. Early in his career, Talanquer had no formal training in education.

“I was just put into a classroom and told, ‘Okay, teach your discipline,’” he said. “So, of course, I started with very naive ideas on how people learn.”

Today he emphasizes not only cognitive engagement but also the emotional and personal realities students bring into the classroom.

“You are dealing with human beings that have normal lives… and all those things affect the way they see the class,” he said. “The act of teaching is very complex.”

That understanding has made him more attentive to students as individuals, not just learners.

“I have become more sensitive to the human side of our students,” he said. “That’s critical to developing the type of relationship that helps students care about learning.”

Talanquer’s own experience as a student also shapes his teaching. While he describes himself as a “typical good student,” he also remembers being shy and uncomfortable with collaboration, something he keeps in mind when designing classroom environments today.

“I think about myself and say, maybe I would not have liked that,” he said. “So, what I try to do is recognize that there are many types of students.”

Beyond the classroom, Talanquer argues that improving chemistry education is essential for addressing global challenges. Issues like climate change, water scarcity and pollution all have chemical dimensions and potential chemical solutions.

“If we are going to solve these challenges, I think it’s critically important that anybody develop some basic chemical literacy,” he said. “Even if they are not professionals, they can at least be informed citizens.”

Despite his accomplishments, Talanquer remains focused on one of the most persistent challenges in education: helping students overcome fear.

“I would acknowledge the fear,” he said. “I think that fear is motivated, in many cases, by bad teaching experiences.”

His goal, especially in introductory courses, is to change that narrative—showing students that chemistry is not only manageable, but meaningful.

“It’s not about being bright, it's about being committed to succeed,” he said. “That’s where you can have a huge impact on the career path of many individuals.” To learn more about Dr. Talanquer and his work, click here.