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Understanding Electrochemistry Concepts Using the Predict-Observe-Explain Strategy
16 references·1 citing·46 second hop
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References

  • 1984Case Study Research: Design and Methods81,948 cited
  • 2007Research Methods in Education23,507 cited
  • 1996Research Design: Qualitative and Quantitative Approaches7,080 cited
  • 1994From things to processes: A theory of conceptual change for learning science concepts991 cited
  • 2002Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners915 cited
  • 2010The impact of a classroom intervention on grade 10 students' argumentation skills, informal reasoning, and conceptual understanding of science399 cited
  • 1999The process of conceptual change in force and motion during computer-supported physics instruction299 cited
  • 1992Understandings and misunderstandings of eighth graders of five chemistry concepts found in textbooks284 cited
  • 2004Some Student Misconceptions in Chemistry: A Literature Review of Chemical Bonding282 cited
  • 1992Conceptual difficulties experienced by senior high school students of electrochemistry: Electric circuits and oxidation‐reduction equations196 cited
  • 1990Students' misunderstandings and misconceptions in college freshman chemistry (general and organic)195 cited
  • 1996An analysis of frequency of hands-on experience and science achievement183 cited
  • 2005A comparison of level of understanding of eighth-grade students and science student teachers related to selected chemistry concepts

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163 cited
  • 1997Students' Misconceptions in Electrochemistry Regarding Current Flow in Electrolyte Solutions and the Salt Bridge154 cited
  • 2000Concept mapping in biology154 cited
  • 1990Concept Mapping as an Instructional Strategy for High School Biology145 cited
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    • 2019Inquiry-Enhanced Digital Game-Based Learning: Effects on Secondary Students’ Conceptual Understanding in Science, Game Performance, and Behavioral Patterns35 cited