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Gkitzia, Vasiliki; Salta, Katerina; Tzougraki, Chryssa – Chemistry Education Research and Practice, 2020
Meaningful understanding of chemistry, among others, includes the ability of an individual to think simultaneously at macroscopic, submicroscopic and symbolic levels, and this presupposes the competence to translate between different types of chemical representations. In this study, we investigated 11th grade Greek students' and 3rd year…
Descriptors: Chemistry, Science Instruction, Grade 11, Secondary School Science
Talbert, Lance E.; Bonner, James; Mortezaei, Kiana; Guregyan, Cybill; Henbest, Grace; Eichler, Jack F. – Chemistry Education Research and Practice, 2020
In an effort to improve student conceptual understanding and help students better connect pre-existing knowledge to new ideas, a concept map assignment was implemented in a first-year college level general chemistry course. This implementation included a quasi-experiment that was carried out in discussion group recitation sections within a…
Descriptors: Concept Mapping, Chemistry, Science Instruction, Large Group Instruction
Apugliese, Andrew; Lewis, Scott E. – Chemistry Education Research and Practice, 2017
Meta-analysis can provide a robust description of the impact of educational reforms and also offer an opportunity to explore the conditions where such reforms are more or less effective. This article describes a meta-analysis on the impact of cooperative learning on students' chemistry understanding. Modifiers in the meta-analysis are purposefully…
Descriptors: Chemistry, Science Instruction, Meta Analysis, Cooperative Learning
Irby, Stefan M.; Phu, Andy L.; Borda, Emily J.; Haskell, Todd R.; Steed, Nicole; Meyer, Zachary – Chemistry Education Research and Practice, 2016
There is much agreement among chemical education researchers that expertise in chemistry depends in part on the ability to coordinate understanding of phenomena on three levels: macroscopic (observable), sub-microscopic (atoms, molecules, and ions) and symbolic (chemical equations, graphs, etc.). We hypothesize this "level-coordination…
Descriptors: Chemistry, Formative Evaluation, Graduate Students, College Students
Taber, Keith S. – Chemistry Education Research and Practice, 2013
Much scholarship in chemical education draws upon the model of there being three "levels" at which the teaching and learning of chemistry operates, a notion which is often represented graphically in terms of a triangle with the apices labelled as macroscopic, submicroscopic and symbolic. This model was proposed by Johnstone who argued that…
Descriptors: Chemistry, Science Instruction, Teaching Methods, Scientific Concepts
Hartwell, Supaporn Kradtap – Chemistry Education Research and Practice, 2012
A number of scientific articles report on the use of natural extracts from plants as chemical reagents, where the main objective is to present the scientific applications of those natural plant extracts. The author suggests that natural reagents extracted from plants can be used as alternative low cost tools in teaching chemical analysis,…
Descriptors: Chemistry, Laboratories, Learning Experience, Teaching Methods
Crippen, Kent J.; Brooks, David W. – Chemistry Education Research and Practice, 2009
The case for chemistry instruction based on worked examples is presented, using a contemporary model of human learning. We begin by detailing human cognitive architecture and outlining the Interactive Compensatory Model of Learning (ICML). Through the ICML, the role of motivation, deliberate practice and feedback are detailed as key variables in…
Descriptors: Chemistry, Science Instruction, Epistemology, Learning Activities
Costu, Bayram – Chemistry Education Research and Practice, 2008
The aim of this study was to elicit students' conceptions about big bubbles in boiling liquids (water, ethanol and aqueous CuSO[subscript 4] solution). The study is based on twenty-four students at different ages and grades. The clinical interviews technique was conducted to solicit students' conceptions and the interviews were analyzed to…
Descriptors: Concept Formation, Misconceptions, Science Instruction, Scientific Concepts