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Promoting Representational Competence with Molecular Models in Organic Chemistry
16 references·0 citing·47 second hop
Promoting Representational Competence with Molecular Models in Organic Chemistry (2016)Promoting Representational Competence wit…Multiple Representations in Chemical Education (2009)Multiple Representations in C…DeFT: A conceptual framework for considering learning with multiple representations (2006)DeFT: A conceptual framework …The Cambridge handbook of thinking and reasoning (2005)The Cambridge handbook of thi…Rethinking scaffolding in the information age (2005)Rethinking scaffolding in the…Exploring visuospatial thinking in chemistry learning (2004)Exploring visuospatial thinki…Why People Fail to Recognize Their Own Incompetence (2003)Why People Fail to Recognize …The material features of multiple representations and their cognitive and social affordances for science understanding (2003)The material features of mult…The misunderstood limits of folk science: an illusion of explanatory depth (2002)The misunderstood limits of f…Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom (2001)Promoting understanding of ch…Assessing Our Own Competence: Heuristics and Illusions (1999)Assessing Our Own Competence:…Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena (1997)Multimedia and understanding:…The separability of working memory resources for spatial thinking and language processing: An individual differences approach. (1996)The separability of working m…Structural Alignment during Similarity Comparisons (1993)Structural Alignment during S…Cognitive Load Theory and the Format of Instruction (1991)Cognitive Load Theory and the…Structure‐Mapping: A Theoretical Framework for Analogy* (1983)Structure‐Mapping: A Theoreti…Learning to Learn: On Training Students to Learn from Texts (1981)Learning to Learn: On Trainin…Judgment under Uncertainty: Heuristics and Biases (1975)Fuzzy sets (1996)Metaphors We Live By (2003)Dual-Processing Accounts of Reasoning, Judgment, and Social Cognition (2007)It's All about Me: Narcissistic Chief Executive Officers and Their Effects on Company Strategy and Performance (2007)When Corrections Fail: The Persistence of Political Misperceptions (2010)Features of similarity. (1977)Norm theory: Comparing reality to its alternatives. (1986)Metaphor Is Like Analogy (2001)The art and science of teaching: a comprehensive framework for effective instruction (2008)Bootstrapping the Mind: Analogical Processes and Symbol Systems (2010)Cognitive Load During Problem Solving: Effects on Learning (1988)Cognitive load theory, learning difficulty, and instructional design (1994)Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load (2010)Cognitive Architecture and Instructional Design: 20 Years Later (2019)Models and Analogies in Science (1965)Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings (1992)Metaphor: A Practical Introduction (2002)Cognitive Linguistics (2004)Individual differences in working memory and reading (1980)Human cognitive abilities a survey of factor-analytic studies (2004)Individual Differences in Working Memory Capacity and Dual-Process Theories of the Mind. (2004)Verbal and Visuospatial Short-Term and Working Memory in Children: Are They Separable? (2006)Executive function in preschoolers: A review using an integrative framework. (2008)An Easy Guide to Factor Analysis (2014)Mind in Society: The Development of Higher Psychological Processes (1978)Toward a model of text comprehension and production. (1978)Process analytic models of creative capacities (1991)Reciprocal Teaching: A Review of the Research (1994)Learning by Expanding (2014)Theoretical Issues in Reading Comprehension (2017)Toward a Theory of Instruction (1966)Cognitive Architecture and Instructional Design (1998)Cognitive load theory, educational research, and instructional design: some food for thought (2009)Drawing to Learn in Science (2011)Digital support for student engagement in blended learning based on self-determination theory (2021)Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. (1999)The meaning of ‘meaning’ (2010)The Dunning–Kruger Effect (2011)Resource-rational analysis: Understanding human cognition as the optimal use of limited computational resources (2019)Artificial intelligence and illusions of understanding in scientific research (2024)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)Macro, Submicro, and Symbolic: The many faces of the chemistry “triplet” (2010)Flawed Self-Assessment (2004)Relating emotional abilities to social functioning: A comparison of self-report and performance measures of emotional intelligence. (2006)
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References

  • 1983Structure‐Mapping: A Theoretical Framework for Analogy*5,058 cited
  • 1991Cognitive Load Theory and the Format of Instruction2,894 cited
  • 2005The Cambridge handbook of thinking and reasoning2,113 cited
  • 2006DeFT: A conceptual framework for considering learning with multiple representations1,668 cited
  • 2003Why People Fail to Recognize Their Own Incompetence1,224 cited
  • 2002The misunderstood limits of folk science: an illusion of explanatory depth1,024 cited
  • 1996The separability of working memory resources for spatial thinking and language processing: An individual differences approach.915 cited
  • 1993Structural Alignment during Similarity Comparisons809 cited
  • 1997Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena779 cited
  • 1981Learning to Learn: On Training Students to Learn from Texts773 cited
  • 2004Exploring visuospatial thinking in chemistry learning637 cited
  • 2001Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom614 cited
  • 2003The material features of multiple representations and their cognitive and social affordances for science understanding528 cited
  • 2009Multiple Representations in Chemical Education487 cited

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  • 1999Assessing Our Own Competence: Heuristics and Illusions336 cited
  • 2005Rethinking scaffolding in the information age280 cited
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