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INSTRUCTIONAL MISCONCEPTIONS OF TURKISH PROSPECTIVE CHEMISTRY TEACHERS ABOUT ATOMIC ORBITALS AND HYBRIDIZATION
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References

  • 1995Educational Research: Competencies for Analysis and Application5,395 cited
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  • 1982Children's science and its consequences for teaching581 cited
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  • 2000Learning about atoms, molecules, and chemical bonds: A case study of multiple-model use in grade 11 chemistry406 cited
  • 1987Concept learning versus problem solving: Is there a difference?400 cited
  • 1994A cross‐age study of the understanding of five chemistry concepts285 cited
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  • 2001BUILDING THE STRUCTURAL CONCEPTS OF CHEMISTRY: SOME CONSIDERATIONS FROM EDUCATIONAL RESEARCH267 cited
  • 2001A report of undergraduates' bonding misconceptions241 cited
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  • 1990Students' misunderstandings and misconceptions in college freshman chemistry (general and organic)195 cited
  • 1999Evaluating students' understanding of chemical bonding146 cited
  • 1993The effects of prior knowledge and instruction on understanding image formation

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119 cited
  • 1997Prospective chemistry teachers' conceptions of the conservation of matter and related concepts108 cited
  • Cited by

    • 2006Towards a Curricular Model of the Nature of Science89 cited
    • 2016Factors contributing to students’ misconceptions in learning covalent bonds83 cited
    • 2010Thai Grade 11 students’ alternative conceptions for acid–base chemistry76 cited
    • 2016Is the oxygen atom static or dynamic? The effect of generating animations on students' mental models of atomic structure66 cited
    • 2015The effects of static versus dynamic 3D representations on 10th grade students’ atomic orbital mental model construction: Evidence from eye movement behaviors61 cited
    • 2005Instructional Misconceptions in Acid-Base Equilibria: An Analysis from a History and Philosophy of Science Perspective59 cited
    • 2016Emergence, Learning Difficulties, and Misconceptions in Chemistry Undergraduate Students’ Conceptualizations of Acid Strength53 cited
    • 2019A categorisation of the terminological sources of student difficulties when learning chemistry37 cited