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Working memory and difficulties in school chemistry
16 references·0 citing·33 second hop
Working memory and difficulties in school chemistry (2009)Working memory and difficulties in school…International Journal of Science Education in 2008 (2009)International Journal of Scie…Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Why Minimal Guidance During I…TEACHING OF CHEMISTRY - LOGICAL OR PSYCHOLOGICAL? (2000)TEACHING OF CHEMISTRY - LOGIC…Improving Teaching and Learning through Chemistry Education Research: A Look to the Future (1999)Improving Teaching and Learni…Primary teachers’ understanding of concepts of science: impact on confidence and teaching (1997)Primary teachers’ understandi…Chemistry Teaching - Science or Alchemy? 1996 Brasted Lecture (1997)Chemistry Teaching - Science …Handbook of research on science teaching and learning (1995)Handbook of research on scien…Why is science difficult to learn? Things are seldom what they seem (1991)Why is science difficult to l…Concept learning versus problem solving: Revisited (1990)Concept learning versus probl…Concept learning versus problem solving: Is there a difference? (1987)Concept learning versus probl…Children's conceptions of the changes of state of water (1983)Children's conceptions of the…Field-Dependent and Field-Independent Cognitive Styles and Their Educational Implications (1977)Field-Dependent and Field-Ind…The human operator in process control (1975)The human operator in process…Educational Psychology: A Cognitive View (1969)Educational Psychology: A Cog…Educational Psychology: A Cognitive View (1968)Educational Psychology: A Cog…The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)The magical number seven, plu…Experiential Learning : Experience as the Source of Learning and Development (1983)Those Who Understand: Knowledge Growth in Teaching (1986)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)Cognitive Load Theory (2011)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)Personality through Perception (1955)Journal of Experimental Research in Personality (1965)A Manual for the embedded figures tests (1971)Cognitive Styles—an overview and integration (1991)Large-Scale Psychological Differences Within China Explained by Rice Versus Wheat Agriculture (2014)Children's ideas in science (1985)Chemical Education: Towards Research-based Practice (2003)EXPERIMENTAL PSYCHOLOGY (1940)Working Memory (1974)A scaling method for priorities in hierarchical structures (1977)The theory of planned behavior (1991)Multiple Representations in Chemical Education (2009)Macro, Submicro, and Symbolic: The many faces of the chemistry “triplet” (2010)Revisiting the chemistry triplet: drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education (2013)The development of preservice chemistry teachers' pedagogical content knowledge (2002)Visualization: A Metacognitive Skill in Science and Science Education (2005)The development of a two-tier multiple-choice diagnostic instrument for evaluating secondary school students’ ability to describe and explain chemical reactions using multiple levels of representation (2007)Mental models of the earth: A study of conceptual change in childhood (1992)Effects of problem-based learning: a meta-analysis (2003)The Theory and Practice of Online Learning (2008)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)What is assessment for learning? (2011)Simulation-Based Learning in Higher Education: A Meta-Analysis (2020)Discovering indigenous science: Implications for science education (2000)Situated learning in science education: socio‐scientific issues as contexts for practice (2009)Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students (2011)
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References

  • 1956The magical number seven, plus or minus two: Some limits on our capacity for processing information.17,773 cited
  • 2006Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching6,900 cited
  • 1968Educational Psychology: A Cognitive View5,220 cited
  • 1969Educational Psychology: A Cognitive View3,278 cited
  • 1995Handbook of research on science teaching and learning2,062 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
  • 2000TEACHING OF CHEMISTRY - LOGICAL OR PSYCHOLOGICAL?625 cited
  • 1999Improving Teaching and Learning through Chemistry Education Research: A Look to the Future564 cited
  • 2009International Journal of Science Education in 2008539 cited
  • 1987Concept learning versus problem solving: Is there a difference?400 cited
  • 1983Children's conceptions of the changes of state of water399 cited
  • 1997Primary teachers’ understanding of concepts of science: impact on confidence and teaching295 cited
  • 1975The human operator in process control270 cited

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1997
Chemistry Teaching - Science or Alchemy? 1996 Brasted Lecture
243 cited
  • 1990Concept learning versus problem solving: Revisited221 cited
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