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When do students recognize relationships between molecular structure and properties? A longitudinal comparison of the impact of traditional and transformed curricula
16 references·1 citing·55 second hopsampled
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References

  • 2006Studying Attrition and Degree Completion Behavior among First-Generation College Students in the United States828 cited
  • 1997Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena779 cited
  • 2002Students' understanding of the role of scientific models in learning science409 cited
  • 2009Learning Progressions in Science: An Evidence-based Approach to Reform362 cited
  • 2013Rethinking chemistry: a learning progression on chemical thinking341 cited
  • 1981The Development and Validation of a Group Test of Logical Thinking335 cited
  • 2005Predicting College Grades and Degree Completion Using High School Grades and SAT Scores: The Role of Student Ethnicity and First Language244 cited
  • 2013Chemistry, Life, the Universe, and Everything: A New Approach to General Chemistry, and a Model for Curriculum Reform216 cited
  • 2010Lost in Lewis Structures: An Investigation of Student Difficulties in Developing Representational Competence203 cited
  • 2013An investigation of college chemistry students' understanding of structure–property relationships177 cited
  • 2008Attitude toward Chemistry: A Semantic Differential Instrument for Assessing Curriculum Impacts175 cited
  • 2009Design and Validation of an Instrument To Assess Metacognitive Skillfulness in Chemistry Problem Solving156 cited
  • 2010Grades and Graduation: A Longitudinal Risk Perspective to Identify Student Dropouts

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140 cited
  • 2012Development and Assessment of a Molecular Structure and Properties Learning Progression133 cited
  • 2009Learning Progressions in Science: An Evidence-Based Approach to Reform. CPRE Research Report # RR-63.130 cited
  • 2015Student Understanding of Intermolecular Forces: A Multimodal Study129 cited
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    • 2018Proteingo: Motivation, user experience, and learning of molecular interactions in biological complexes27 cited