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The role of visuospatial thinking in students’ predictions of molecular geometry
16 references·0 citing·47 second hopsampled
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References

  • 1991Cognitive Load Theory and the Format of Instruction2,936 cited
  • 2006DeFT: A conceptual framework for considering learning with multiple representations1,779 cited
  • 2007A Reconsideration of Cognitive Load Theory778 cited
  • 2011Drawing to Learn in Science763 cited
  • 2004Exploring visuospatial thinking in chemistry learning660 cited
  • 2011Drawing Things Together613 cited
  • 2005The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis454 cited
  • 1996Shuttling Between Depictive Models and Abstract Rules: Induction and Fallback276 cited
  • 2001A report of undergraduates' bonding misconceptions241 cited
  • 2009The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matter162 cited
  • 1999High-School Chemistry Students' Performance and Gender Differences in a Computerized Molecular Modeling Learning Environment150 cited
  • 1986Cognitive restructuring as an early stage in problem solving147 cited
  • 2011The implementation of pre‐lecture resources to reduce in‐class cognitive load: A case study for higher education chemistry144 cited
  • 2015Student Understanding of Intermolecular Forces: A Multimodal Study129 cited

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2005
External and mental referencing of multiple representations
114 cited
  • 2017Sketching the Invisible to Predict the Visible: From Drawing to Modeling in Chemistry99 cited
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