Deng, Jacky2024-07-162024-07-162024-07-16http://hdl.handle.net/10393/46400https://doi.org/10.20381/ruor-30436We live in a world facing a myriad of complex global challenges that will require all citizens to be able to make and justify decisions using scientific evidence. We also live in an increasingly global society, one in which linguistic diversity in chemistry classrooms and research spaces is prevalent and increasing. If we are to succeed in solving the challenges facing our world, we must learn how to equip students with the scientific skills required to navigate these challenges, while also prioritizing equity so that all students have opportunities to learn, regardless of their language background. The absence of research on these topics risks impeding progress in scientific literacy and inclusion, limiting our capacity to navigate and solve pressing global issues. Using a combination of qualitative and quantitative research methods, my doctoral work has been guided by two overarching questions in chemistry education research: (1) how do students engage in argumentation and reasoning in chemistry education? and (2) how do students from diverse language backgrounds learn, communicate, and do chemistry? My research has uncovered that how students construct arguments about chemical phenomena—including the reasoning, granularity, and comparisons in arguments—can depend on different curricular factors and expectations (Chapters 2 and 3). Implications from this work include how constructive alignment and backwards design can be used by chemistry educators to support the development of students’ reasoning and argumentation skills across a curriculum (Chapter 4). In addition to curricular factors, my research has studied the role of students’ language backgrounds in chemistry learning and research. We have found that English proficiency and history is associated with how students justify chemical phenomena, suggesting a need to identify the barriers encountered by students from diverse language backgrounds in chemistry classrooms to ensure all students have equitable ways to demonstrate their abilities (Chapter 5). We found that Eng+ chemistry trainees face pervasive linguistic challenges and barriers in research, but also resilience and a growth mindset, with implications for how supervisors and institutions can better support them (Chapters 6 and 7). My doctoral thesis also includes work I have led or contributed to on developing and refining chemistry education research instruments (Chapter 8), demonstrating the impacts of chemistry graduate student initiatives on advancing equity and inclusion (Chapter 9), surveying the state graduate student finances across Canada, including identifying challenges and solutions (Chapter 10), and highlighting ways to engage in effective and equitable mentorship strategies in chemistry and science, including potential impacts (Chapter 11). Collectively, the work described in my thesis has contributed to many areas of chemistry education research, with broad implications for supporting students reasoning in chemistry, linguistic equity in chemistry, instrument development in chemistry education research, and chemistry graduate student education.enchemistryequityeducationresearchdiversityinclusionThesis