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Johnstone, A. H. | 3 |
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Journal Articles | 3 |
Speeches/Meeting Papers | 3 |
Reports - Descriptive | 2 |
Opinion Papers | 1 |
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Practitioners | 1 |
Teachers | 1 |
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United Kingdom (Scotland) | 1 |
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Peer reviewed
Johnstone, A. H. – Journal of Chemical Education, 1984
Hypothesizes that overloading the working memory may leave no space for thought and organization such that faulty (or even no) learning takes place. Provides examples of this hypothesis and possible remedies. These remedies focus on design of laboratory manuals and equipment and on curriculum content order. (JN)
Descriptors: Chemistry, College Science, Curriculum Design, Higher Education
Peer reviewed
Johnstone, A. H. – Journal of Chemical Education, 1983
Discusses research indicating that presenting students with large amounts of information while their concepts are primitive prevents them from grouping/handling the very information they need to make concepts develop. Reducing the load or providing strategies to help students group/sequence the load are recommended. (JN)
Descriptors: Academic Achievement, Chemistry, College Science, Concept Formation
Peer reviewed
Johnstone, A. H. – Journal of Chemical Education, 1997
Suggests that the development of good chemistry teaching and the pursuit of research have essentially the same structure. Similarities include the need for a clear focus, efficiency in time and effort, and a direction that is more often right than wrong. (DDR)
Descriptors: Artificial Intelligence, Chemistry, Cognitive Psychology, Educational Researchers