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Student misinterpretations and misconceptions based on their explanations of two computer animations of varying complexity depicting the same oxidation–reduction reaction
16 references·3 citing·41 second hop
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  • 2002Multimedia Learning7,764 cited
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  • 2001Multimedia Learning2,301 cited
  • 1986Constructivism: A theory of knowledge1,013 cited
  • 1991Animations need narrations: An experimental test of a dual-coding hypothesis.883 cited
  • 1997Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena779 cited
  • 2010Macro, Submicro, and Symbolic: The many faces of the chemistry “triplet”593 cited
  • 1999Improving Teaching and Learning through Chemistry Education Research: A Look to the Future564 cited
  • 2009Multiple Representations in Chemical Education487 cited
  • 1995The effects of computer animation on the particulate mental models of college chemistry students383 cited
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  • 1987Social Influences on the Construction of Pupils' Understanding of Science

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251 cited
  • 2006Research into practice: visualisation of the molecular world using animations248 cited
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    • 2014Replicating Peer‐Led Team Learning in cyberspace: Research, opportunities, and challenges69 cited
    • 2014Measuring meta-ignorance through the lens of confidence: examining students' redox misconceptions about oxidation numbers, charge, and electron transfer69 cited
    • 2012Student misconceptions in writing balanced equations for dissolving ionic compounds in water58 cited