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Rodriguez, Jon-Marc G.; Bain, Kinsey; Hux, Nicholas P.; Towns, Marcy H. – Chemistry Education Research and Practice, 2019
Problem solving is a critical feature of highly quantitative physical science topics, such as chemical kinetics. In order to solve a problem, students must cue into relevant features, ignore irrelevant features, and choose among potential problem-solving approaches. However, what is considered appropriate or productive for problem solving is…
Descriptors: Science Instruction, Problem Solving, Chemistry, Kinetics
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Hill, Michelle A.; Overton, Tina L.; Thompson, Christopher D.; Kitson, Russell R. A.; Coppo, Paolo – Chemistry Education Research and Practice, 2019
Employers of chemistry graduates are seeking a range of transferable skills from prospective employees, and academics are increasingly seeking to build employability skill development opportunities into the undergraduate curriculum. However, research suggests that undergraduates do not recognise or value such skill development without prompting.…
Descriptors: Chemistry, College Science, Undergraduate Students, Science Process Skills
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Pavlin, Jerneja; Glazar, Sasa A.; Slapnicar, Miha; Devetak, Iztok – Chemistry Education Research and Practice, 2019
The purpose of this paper is to explore and explain students' achievements in solving context-based gas exercises comprising the macroscopic and submicroscopic levels of chemical concepts. The influence of specific variables, such as interest in learning, formal-reasoning abilities, and visualisation abilities, is a significant factor that should…
Descriptors: Chemistry, Science Education, Educational Background, Science Interests
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Chen, Ya-Chun; Wilson, Kimberley; Lin, Huann-shyang – Chemistry Education Research and Practice, 2019
Systems thinking has been an educational priority for more than a decade, yet its related assessment and teaching strategies have been understudied in the chemistry education research community. Through the lens of systems thinking, this study explores how undergraduate students connect and translate their conceptual representations when they are…
Descriptors: College Science, Chemistry, Problem Solving, Systems Approach
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Bain, Kinsey; Rodriguez, Jon-Marc G.; Moon, Alena; Towns, Marcy H. – Chemistry Education Research and Practice, 2018
Chemical kinetics is a highly quantitative content area that involves the use of multiple mathematical representations to model processes and is a context that is under-investigated in the literature. This qualitative study explored undergraduate student integration of chemistry and mathematics during problem solving in the context of chemical…
Descriptors: Chemistry, Science Instruction, Qualitative Research, Undergraduate Students
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Segedinac, M. T.; Horvat, S.; Rodic, D. D.; Roncevic, T. N.; Savic, G. – Chemistry Education Research and Practice, 2018
This paper proposes a novel application of knowledge space theory for identifying discrepancies between the knowledge structure that experts expect students to have and the real knowledge structure that students demonstrate on tests. The proposed approach combines two methods of constructing knowledge spaces. The expected knowledge space is…
Descriptors: Science Instruction, Chemistry, Knowledge Level, Problem Solving
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Eren-Sisman, E. N.; Cigdemoglu, C.; Geban, O. – Chemistry Education Research and Practice, 2018
This study aims to compare the effectiveness of a Peer-Led Team Learning (PLTL) model with that of traditional college instruction (TCI) in enhancing the conceptual understanding and reducing both the state anxiety and social anxiety of undergraduate engineering students in a general chemistry course in a quasi-experimental design. 128 engineering…
Descriptors: Undergraduate Students, Anxiety, Engineering Education, Quasiexperimental Design
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Stanich, Cynthia A.; Pelch, Michael A.; Theobald, Elli J.; Freeman, Scott – Chemistry Education Research and Practice, 2018
To help students who traditionally underperform in general chemistry, we created a supplementary instruction (SI) course and called it the STEM-Dawgs Workshops. These workshops are an extension of the Peer-led Team Learning (PLTL) SI. In addition to peer-facilitated problem-solving, we incorporated two components inspired by learning sciences: (1)…
Descriptors: Chemistry, Science Instruction, STEM Education, Workshops
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Harsh, Joseph; Esteb, John J.; Maltese, Adam V. – Chemistry Education Research and Practice, 2017
National calls in science, technology, engineering, and technology education reform efforts have advanced the wide-scale engagement of students in undergraduate research for the preparation of a workforce and citizenry able to attend to the challenges of the 21st century. Awareness of the potential benefits and costs of these experiences has led…
Descriptors: Chemistry, Science Instruction, Undergraduate Students, Student Research
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Yuriev, Elizabeth; Naidu, Som; Schembri, Luke S.; Short, Jennifer L. – Chemistry Education Research and Practice, 2017
To scaffold the development of problem-solving skills in chemistry, chemistry educators are exploring a variety of instructional techniques. In this study, we have designed, implemented, and evaluated a problem-solving workflow--''Goldilocks Help''. This workflow builds on work done in the field of problem solving in chemistry and provides…
Descriptors: Chemistry, Science Instruction, Problem Solving, Skill Development
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Akkuzu, Nalan; Uyulgan, Melis Arzu – Chemistry Education Research and Practice, 2017
The current study examines the performance and achievement of students in the Systematic Qualitative Analyses of Cations (SQACs). We sought answers to questions such as, "What are the students' levels of performance?" and "What is the relation between the average scores for performance and achievement?." This was done by using…
Descriptors: Foreign Countries, Qualitative Research, Science Achievement, Inquiry
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Ouasri, Ali – Chemistry Education Research and Practice, 2017
This paper investigates the difficulties that Moroccan pupils (18-19) of the second Baccalaureate year encountered in solving chemical equilibrium problems relating to ethanoate ions' reactivity with water and methanoic acid, and to copper-aluminum cells. The pupils were asked to provide answers to questions derived from two problems. The…
Descriptors: Foreign Countries, Late Adolescents, Chemistry, Science Instruction
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Walker, J. P.; Sampson, V.; Southerland, S.; Enderle, P. J. – Chemistry Education Research and Practice, 2016
This study examines the extent to which the type of instruction used during a general chemistry laboratory course affects students' ability to use core ideas to engage in science practices. We use Ford's (2008) description of the nature of scientific practices to categorize what students do in the laboratory as either empirical or…
Descriptors: Chemistry, Laboratory Experiments, Laboratory Procedures, Intermode Differences
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Moon, A.; Stanford, C.; Cole, R.; Towns, M. – Chemistry Education Research and Practice, 2016
Recent science education reform efforts have emphasized scientific practices in addition to scientific knowledge. Less work has been done at the tertiary level to consider students' engagement in scientific practices. In this work, we consider physical chemistry students' engagement in argumentation and construction of causal explanations.…
Descriptors: Science Instruction, Chemistry, Video Technology, Thermodynamics
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Repice, Michelle D.; Sawyer, R. Keith; Hogrebe, Mark C.; Brown, Patrick L.; Luesse, Sarah B.; Gealy, Daniel J.; Frey, Regina F. – Chemistry Education Research and Practice, 2016
Increasingly, studies are investigating the factors that influence student discourse in science courses, and specifically the mechanisms and discourse processes within small groups, to better understand the learning that takes place as students work together. This paper contributes to a growing body of research by analyzing how students engage in…
Descriptors: Small Group Instruction, Peer Teaching, Qualitative Research, Protocol Analysis
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