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Visualizing the Molecular World – Design, Evaluation, and Use of Animations
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Visualizing the Molecular World – Design, Evaluation, and Use of Animations (2007)Visualizing the Molecular World – Design,…Chemistry Education Research and Practice (2026)Chemistry Education Research …Research into practice: visualisation of the molecular world using animations (2006)Research into practice: visua…Improving Teaching and Learning through Chemistry Education Research: A Look to the Future (1999)Improving Teaching and Learni…Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena (1997)Multimedia and understanding:…The effects of computer animation on the particulate mental models of college chemistry students (1995)The effects of computer anima…Concept learning versus problem solving: There is a difference (1993)Concept learning versus probl…Are Our Students Conceptual Thinkers or Algorithmic Problem Solvers? Identifying Conceptual Students in General Chemistry (1993)Are Our Students Conceptual T…Why some students don't learn chemistry: Chemical misconceptions (1992)Why some students don't learn…Grade‐12 students' misconceptions relating to fundamental characteristics of atoms and molecules (1992)Grade‐12 students' misconcept…Why is science difficult to learn? Things are seldom what they seem (1991)Why is science difficult to l…Pupils' Conceptions of Matter and its Transformations (age 12-16) (1990)Pupils' Conceptions of Matter…Understanding the particulate nature of matter (1987)Understanding the particulate…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…Pupils' understanding of the particulate nature of matter: A cross‐age study (1981)Pupils' understanding of the …Chemistry-a central science (1971)Chemistry-a central scienceLearning as a generative process 1 (1974)Pupils and Paradigms: a Review of Literature Related to Concept Development in Adolescent Science Students (1978)Children's science and its consequences for teaching (1982)The Generative Learning Model and its Implications for Science Education (1985)Learning Difficulties in Chemistry: An Overview (2007)Children's ideas in science (1985)Conceptual Change in Childhood (1985)Learning in science : the implications of children's science (1985)Changing middle school students' conceptions of matter and molecules (1993)Rethinking chemistry: a learning progression on chemical thinking (2013)Expert and Novice Performance in Solving Physics Problems (1980)Categorization and Representation of Physics Problems by Experts and Novices* (1981)Protocol Analysis: Verbal Reports as Data (1986)Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom (2001)Macro, Submicro, and Symbolic: The many faces of the chemistry “triplet” (2010)Educational Research: An Introduction (1965)Mental Representations: A Dual Coding Approach (1986)A Meta-analysis of the Effectiveness of Computer-Assisted Instruction in Science Education (2001)Chemistry Education Research─From Personal Empiricism to Evidence, Theory, and Informed Practice (2018)Part I: Cognitive development in children: Piaget development and learning (1964)Educational Psychology: A Cognitive View (1968)Handbook of research on teaching (1986)A cross‐age study of the understanding of five chemistry concepts (1994)Students' Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning (1995)Effectiveness of multimedia‐based instruction that emphasizes molecular representations on students' understanding of chemical change (2004)Chemical Education: Towards Research-based Practice (2003)Exploring visuospatial thinking in chemistry learning (2004)Students Becoming Chemists: Developing Representationl Competence (2005)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)Multiple Representations in Chemical Education (2009)Explanations and Teleology in Chemistry Education (2007)Exploring How Different Features of Animations of Sodium Chloride Dissolution Affect Students’ Explanations (2007)Positive Impacts Using POGIL in Organic Chemistry (2012)
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References

  • 1991Why is science difficult to learn? Things are seldom what they seem1,317 cited
  • 1997Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena779 cited
  • 1992Why some students don't learn chemistry: Chemical misconceptions725 cited
  • 1971Chemistry-a central science579 cited
  • 1999Improving Teaching and Learning through Chemistry Education Research: A Look to the Future564 cited
  • 1992Grade‐12 students' misconceptions relating to fundamental characteristics of atoms and molecules480 cited
  • 1987Concept learning versus problem solving: Is there a difference?400 cited
  • 1983Children's conceptions of the changes of state of water399 cited
  • 1995The effects of computer animation on the particulate mental models of college chemistry students383 cited
  • 1990Pupils' Conceptions of Matter and its Transformations (age 12-16)354 cited
  • 1987Understanding the particulate nature of matter305 cited
  • 1981Pupils' understanding of the particulate nature of matter: A cross‐age study298 cited
  • 1993Are Our Students Conceptual Thinkers or Algorithmic Problem Solvers? Identifying Conceptual Students in General Chemistry254 cited
  • 2006Research into practice: visualisation of the molecular world using animations248 cited

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  • 1993Concept learning versus problem solving: There is a difference237 cited
  • 2026Chemistry Education Research and Practice228 cited
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