Articles not listed (<2011) and articles not linked here are available upon request.
* = Graduate co-author; # = Undergraduate co-author
Sandi-Urena, S., Fernández Solano, B., García Piñeres, A., (2024), Use of interactive strategies to promote attention, interest, and generation of explanations in large enrolment General Chemistry courses, Ciencia y Tecnología, accepted for publication.
Quirós, O. E., Chaverri, G., Iturralde-Polit, P., Sandi-Urena, S., (2023), Attitudes and Knowledge in High School Science: An Empirical Test of a Theoretical Model of Correlations, European Journal of Education and Pedagogy, 10.24018/ejedu.2023.4.4.673
Sandi-Urena, S., (2020), Experimentation Skills Away from the Chemistry Laboratory: Emergency Remote Teaching of Multimodal Laboratories, Journal of Chemical Education, https://doi.org/10.1021/acs.jchemed.0c00803.
Sandi-Urena, S., #Loria-Cambronero, G., #Jinesta-Chaves, D., (2019), Characterization of conceptualization and use of Lewis structures by novices and experts, Chemistry Teacher International, https://doi.org/10.1515/cti-2018-0019.
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Sandi-Urena, S. (2018), Phenomenological approaches to study learning in the tertiary level chemistry laboratory, Química Nova, dx.doi.org/10.21577/0100-4042.20170176
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Sandi-Urena, S., Romero Chacón, R., and Leitón Chacón, J. E., (2018), Chemical Education Research as an emergent field of work in Costa Rica in International and Multicultural Chemistry Education Perspectives, Charles Cox & Wendy Schatz Editors, ACS Publications, Washington, DC, USA.
Available upon request.
#Chopra, I., #O’Connor, J., #Pancho, R., *Chrzanowski, M., and Sandi-Urena, S., (2017), Reform in General Chemistry Laboratory instruction: How do students experience change?, Chemistry Education Research and Practice.
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Sandi-Urena, S. and Chrzanowski, M., (2016), Learning in the Tertiary Level Chemistry Laboratory: What we have learnt from Phenomenology Research in Science Education Research and Practical Work, Ingo Eilks, Silvija Markic, and Bernd Ralle Editors, Shaker Verlag, Aachen, Germany.
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*Villalta-Cerdas, A., and Sandi-Urena, S., (2016), Self-explaining and Conceptual Understanding in General Chemistry, Educación Química, 27, 115-125.
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*Villalta-Cerdas, A., #McKeny, P., *Gatlin, T. A., and Sandi-Urena, S., (2015), Evaluation of instruction: Students’ patterns of use and contribution to RateMyProfessors.com, Assessment and Evaluation in Higher Education, DOI: 10.1080/02602938.2014.896862.
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*Villalta-Cerdas, A., and Sandi-Urena, S., (2014), Self-Explaining effect in General Chemistry instruction: Eliciting overt categorical behaviours by design, Chemistry Education Research and Practice, DOI: 10.1039/C3RP00172E
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*Gatlin, T. A. and Sandi-Urena, S., (2013), Factors Contributing to the Development of Graduate Teaching Assistant Self-Image, Journal of Chemical Education, DOI: 10.1021/ed200859e.
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*Villalta-Cerdas, A. and Sandi-Urena, S., (2013), Self-Explaining and its Use in College Chemistry Instruction, Educación Química, 24, 141-148.
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#Bergin, A., #Sharp, K., #Gower, A., *Gatlin, T. A., *Villalta-Cerdas, A. and Sandi-Urena, S., (2013), Use of RateMyProfessors.com as a Supplemental Tool for the Assessment of General Chemistry Instruction, Journal of Chemical Education, DOI: 10.1021/ed300277n.
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Sandi-Urena, S., Cooper, M. M. and Stevens, R., (2012), Effect of Cooperative Problem Based Lab Instruction on Metacognition and Problem Solving Skills, Journal of Chemical Education, 89, 700-706.
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*Gatlin, T.A. and Sandi-Urena, S., (2012), Experimental Chemistry Teaching: Understanding Teaching Assistants’ Experience in the Academic Laboratory, invited paper for the Emergent Topics in Chemistry Education series, Educación Química, 23, 141-148.
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Sandi-Urena, S., Cooper, M. M. and Stevens, R., (2012), Evaluación y Desarrollo de la Metacognición en la Instrucción de Laboratorio de Química Universitaria (Development and Assessment of Metacognition in College Chemistry Laboratory Instruction), Proceedings from the II International Congress on Educational Research, San Jose, Costa Rica.
Sandi-Urena, S., Cooper, M. M., *Gatlin, T. A. and Bhattacharyya, G., (2011), Students’ experience in a general chemistry cooperative problem based laboratory, Chemistry Education Research and Practice, 12, 434-442.
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Sandi-Urena, S., Cooper, M. M. and *Gatlin, T. A., (2011), Graduate Teaching Assistants’ Epistemological and Metacognitive Development, Chemical Education Research and Practice, 12, 92-100.
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Sandi-Urena, S. and Cooper, M. M., (2011), Enhancement of Metacognition Use and Awareness by Means of a Collaborative Metacognitive Intervention, International Journal of Science Education, 33, 323-340.
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Older publications available upon request
Santiago Sandi-Urena 