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Chemical education research in Glasgow in perspective
6 references·16 citing·42 second hop
Chemical education research in Glasgow in perspective (2006)Chemical education research in Glasgow in…Principles Of Gestalt Psychology (2013)Principles Of Gestalt Psychol…The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)The magical number seven, plu…Why is science difficult to learn? 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References

  • 1994The magical number seven, plus or minus two: Some limits on our capacity for processing information.17,161 cited
  • 1968Educational Psychology: A Cognitive View5,220 cited
  • 2013Principles Of Gestalt Psychology4,263 cited
  • 1977Field-Dependent and Field-Independent Cognitive Styles and Their Educational Implications2,039 cited
  • 1991Why is science difficult to learn? Things are seldom what they seem1,317 cited
  • 1970A mathematical model for the transition rule in Piaget's developmental stages948 cited

Cited by

  • 2017Students’ interpretations of mechanistic language in organic chemistry before learning reactions102 cited
  • 2017The ACS Exams Institute Undergraduate Chemistry Anchoring Concepts Content Map IV: Physical Chemistry96 cited
  • 2009What's difficult about chemistry? An Irish perspective93 cited
  • 2021Factors Affecting Secondary Schools Students’ Attitudes toward Learning Chemistry: A Review of Literature83 cited
  • 2014The Effectiveness of Process‐Oriented Guided Inquiry Learning to Reduce Alternative Conceptions in Secondary Chemistry82 cited
  • 2012Student misinterpretations and misconceptions based on their explanations of two computer animations of varying complexity depicting the same oxidation–reduction reaction71 cited
  • 2014Measuring meta-ignorance through the lens of confidence: examining students' redox misconceptions about oxidation numbers, charge, and electron transfer

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69 cited
  • 2014Measuring Load on Working Memory: The Use of Heart Rate as a Means of Measuring Chemistry Students’ Cognitive Load67 cited
  • 2013How to Allocate the Chemistry Curriculum Between Science and Society56 cited
  • 2018“It’s Only the Major Product That We Care About in Organic Chemistry”: An Analysis of Students’ Annotations of Reaction Coordinate Diagrams55 cited
  • 2012Omani twelfth grade students' most common misconceptions in chemistry51 cited
  • 2018Organic chemistry students’ challenges with coherence formation between reactions and reaction coordinate diagrams50 cited
  • 2019A Stepwise Inquiry Approach to Improving Communication Skills and Scientific Attitudes on a Biochemistry Course50 cited
  • 2018A Comparison of How Undergraduates, Graduate Students, and Professors Organize Organic Chemistry Reactions48 cited
  • 2012Understanding and Enhancing the Use of Multiple External Representations in Chemistry Education47 cited
  • 2021Chemistry instructors’ intentions toward developing, teaching, and assessing student representational competence skills47 cited