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Introduction: Macro, Submicro and Symbolic Representations and the Relationship Between Them: Key Models in Chemical Education
13 references·16 citing·33 second hop
Introduction: Macro, Submicro and Symbolic Representations and the Relationship Between Them: Key Models in Chemical Education (2009)Introduction: Macro, Submicro and Symboli…The Content Of Science: A Constructive Approach To Its Teaching And Learning (2012)The Content Of Science: A Con…The role of submicroscopic and symbolic representations in chemical explanations (2003)The role of submicroscopic an…Chemical Education: Towards Research-based Practice (2003)Chemical Education: Towards R…TEACHING OF CHEMISTRY - LOGICAL OR PSYCHOLOGICAL? (2000)TEACHING OF CHEMISTRY - LOGIC…Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform (2000)Scientific literacy: Another …Scientific literacy: A conceptual overview (2000)Scientific literacy: A concep…Positioning Models in Science Education and in Design and Technology Education (2000)Positioning Models in Science…Developing Models in Science Education (2000)Developing Models in Science …Handbook of research on science teaching and learning (1995)Handbook of research on scien…The development of chemistry teaching: A changing response to changing demand (1993)The development of chemistry …Why is science difficult to learn? Things are seldom what they seem (1991)Why is science difficult to l…A Critical Look at Practical Work in School Science. (1990)A Critical Look at Practical …Understanding the particulate nature of matter (1987)Understanding the particulate…Practicing Connections: A Framework to Guide Instructional Design for Developing Understanding in Complex Domains (2020)Practicing Connections: A Fra…Students’ competence in translating between different types of chemical representations (2019)Students’ competence in trans…Development and Validation of an Integrated Assessment for Measuring Critical Thinking and Chemical Literacy in Chemical Equilibrium (2018)Development and Validation of…Designing Educational Video Games to Be Objects-to-Think-With (2018)Designing Educational Video G…Context-based learning and metacognitive prompts for enhancing scientific text comprehension (2018)Context-based learning and me…Multiple Representations in Physics and Science Education – Why Should We Use Them? (2017)Multiple Representations in P…Improving students’ chemical literacy levels on thermochemical and thermodynamics concepts through a context-based approach (2015)Improving students’ chemical …Evaluation of chemical representations in physical chemistry textbooks (2014)Evaluation of chemical repres…Words or Pictures: A comparison of written and pictorial explanations of physical and chemical equilibria (2013)Words or Pictures: A comparis…Students Explaining Science—Assessment of Science Communication Competence (2013)Students Explaining Science—A…Discovering factors that influence the decision to pursue a chemistry-related career: A comparative analysis of the experiences of non scientist adults and chemistry teachers in Greece (2012)Discovering factors that infl…An analysis of 16–17-year-old students' understanding of solution chemistry concepts using a two-tier diagnostic instrument (2012)An analysis of 16–17-year-old…Towards Bildung-Oriented Chemistry Education (2011)Towards Bildung-Oriented Chem…Representational Classroom Practices that Contribute to Students’ Conceptual and Representational Understanding of Chemical Bonding (2011)Representational Classroom Pr…Development and application of suitable criteria for the evaluation of chemical representations in school textbooks (2011)Development and application o…Can generating representations enhance learning with dynamic visualizations? (2011)Can generating representation…Mind in Society: The Development of Higher Psychological Processes (1978)Knowledge and Teaching:Foundations of the New Reform (1987)Situated Learning: Legitimate Peripheral Participation. (1994)Learning Difficulties in Chemistry: An Overview (2007)Macro, Submicro, and Symbolic: The many faces of the chemistry “triplet” (2010)Rethinking chemistry: a learning progression on chemical thinking (2013)Relational Understanding and Instrumental Understanding (1978)Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena (1997)The modelling ability of non-major chemistry students and their understanding of the sub-microscopic level (2007)Working toward a stronger conceptualization of scientific explanation for science education (2011)A nation at risk (1983)National Science Education Standards (1995)Time for action: Science education for an alternative future (2003)On the Nature of “Context” in Chemical Education (2006)The Meaning of Scientific Literacy. (2009)The National Science Education Standards (2013)Conceptual change: A powerful framework for improving science teaching and learning (2003)How literacy in its fundamental sense is central to scientific literacy (2003)Democracy and Education (2015)Children's ideas in science (1985)What is the purpose of this experiment? Or can students learn something from doing experiments? (2000)The role of practical work in the teaching and learning of science (2004)The roles of the formal and informal sectors in the provision of effective science education (2010)Students' Understandings of Human Organs and Organ Systems (2001)Investigation of secondary school, undergraduate, and graduate learners' mental models of ionic bonding (2003)Rethinking models of professional learning as tools: a conceptual analysis to inform research and practice (2017)Multiple Representations in Chemical Education (2009)Revisiting the chemistry triplet: drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education (2013)Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom (2001)Exploring visuospatial thinking in chemistry learning (2004)Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research (2006)Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching (2006)Where's the evidence that active learning works? (2006)
this work references cited by second hop

References

  • 1995Handbook of research on science teaching and learning2,062 cited
  • 1991Why is science difficult to learn? Things are seldom what they seem1,317 cited
  • 2000Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform1,286 cited
  • 2000Scientific literacy: A conceptual overview1,122 cited
  • 1993The development of chemistry teaching: A changing response to changing demand709 cited
  • 2000TEACHING OF CHEMISTRY - LOGICAL OR PSYCHOLOGICAL?625 cited
  • 2003Chemical Education: Towards Research-based Practice584 cited
  • 2003The role of submicroscopic and symbolic representations in chemical explanations476 cited
  • 1990A Critical Look at Practical Work in School Science.347 cited
  • 2000Positioning Models in Science Education and in Design and Technology Education314 cited
  • 1987Understanding the particulate nature of matter305 cited
  • 2000Developing Models in Science Education293 cited
  • 2012The Content Of Science: A Constructive Approach To Its Teaching And Learning286 cited

Cited by

  • 2011Can generating representations enhance learning with dynamic visualizations?152 cited
  • 2018

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Context-based learning and metacognitive prompts for enhancing scientific text comprehension
125 cited
  • 2012An analysis of 16–17-year-old students' understanding of solution chemistry concepts using a two-tier diagnostic instrument124 cited
  • 2011Towards Bildung-Oriented Chemistry Education117 cited
  • 2011Development and application of suitable criteria for the evaluation of chemical representations in school textbooks116 cited
  • 2015Improving students’ chemical literacy levels on thermochemical and thermodynamics concepts through a context-based approach90 cited
  • 2011Representational Classroom Practices that Contribute to Students’ Conceptual and Representational Understanding of Chemical Bonding77 cited
  • 2013Students Explaining Science—Assessment of Science Communication Competence77 cited
  • 2019Students’ competence in translating between different types of chemical representations73 cited
  • 2017Multiple Representations in Physics and Science Education – Why Should We Use Them?71 cited
  • 2018Designing Educational Video Games to Be Objects-to-Think-With70 cited
  • 2020Practicing Connections: A Framework to Guide Instructional Design for Developing Understanding in Complex Domains69 cited
  • 2014Evaluation of chemical representations in physical chemistry textbooks63 cited
  • 2013Words or Pictures: A comparison of written and pictorial explanations of physical and chemical equilibria60 cited
  • 2018Development and Validation of an Integrated Assessment for Measuring Critical Thinking and Chemical Literacy in Chemical Equilibrium57 cited
  • 2012Discovering factors that influence the decision to pursue a chemistry-related career: A comparative analysis of the experiences of non scientist adults and chemistry teachers in Greece29 cited