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Theoretical Frameworks for Research in Chemistry/Science Education
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Theoretical Frameworks for Research in Chemistry/Science Education (2007)Theoretical Frameworks for Research in Ch…Using a Partially Flipped Learning Model To Teach First Year Undergraduate Chemistry (2019)Using a Partially Flipped Lea…Identifying and Remediating Student Misconceptions in Introductory Biology via Writing-to-Learn Assignments and Peer Review (2018)Identifying and Remediating S…A Parallel Controlled Study of the Effectiveness of a Partially Flipped Organic Chemistry Course on Student Performance, Perceptions, and Course Completion (2016)A Parallel Controlled Study o…Research on Problem Solving in Chemistry (2015)Research on Problem Solving i…First-year engineering students' views of the nature of engineering: implications for engineering programmes (2015)First-year engineering studen…DNA → RNA: What Do Students Think the Arrow Means? (2014)DNA → RNA: What Do Students T…Organic Chemistry Educators’ Perspectives on Fundamental Concepts and Misconceptions: An Exploratory Study (2011)Organic Chemistry Educators’ …An Analysis of Undergraduate General Chemistry Students’ Misconceptions of the Submicroscopic Level of Precipitation Reactions (2009)An Analysis of Undergraduate …How we think. (1910)ON EDUCATIONAL PSYCHOLOGY: A COGNITIVE VIEW (1979)Qualitative research and evaluation methods (1980)STUDENTS’ CONCEPTIONS OF THE PARTICULATE NATURE OF MATTER AT SECONDARY AND TERTIARY LEVEL (2009)What Do Experts and Novices “See” in Evolutionary Problems? (2011)Scaffolding the development of problem-solving skills in chemistry: guiding novice students out of dead ends and false starts (2017)The Structure of Scientific Revolutions (1963)Communities of practice learning, meaning, and identity (1999)Self-Efficacy: The Exercise of Control (1999)Emotional intelligence competencies in engineer’s effectiveness and engagement (2017)Unpacking Latent Diversity (2018)Framing the role of higher education in sustainable development: a case study analysis (2021)Development and use of diagnostic tests to evaluate students’ misconceptions in science (1988)Why some students don't learn chemistry: Chemical misconceptions (1992)The international encyclopedia of education (1994)Development and validation of the implicit information from Lewis structures instrument (IILSI): do students connect structures with properties? (2012)Students’ Understandings of Acid Strength: How Meaningful Is Reliability When Measuring Alternative Conceptions? (2014)Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities (2021)Naturalistic inquiry (1985)The development of chemistry teaching: A changing response to changing demand (1993)Qualitative research and case study applications in education (1998)A Coefficient of Agreement for Nominal Scales (1960)Categorization and Representation of Physics Problems by Experts and Novices* (1981)Learning How to Learn (1984)A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions (2018)Flip Your Classroom: Reach Every Student in Every Class Every Day (2012)Active learning increases student performance in science, engineering, and mathematics (2014)Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research (2014)Thought and language (1962)Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Conceptual change: A powerful framework for improving science teaching and learning (2003)The origins of intelligence in children. (1952)Mind in Society: The Development of Higher Psychological Processes (1978)Cognitive Load During Problem Solving: Effects on Learning (1988)A Review of Research on Process Oriented Guided Inquiry Learning: Implications for Research and Practice (2020)Distance Teaching of Organic Chemistry Tutorials During the COVID-19 Pandemic: Focus on the Use of Videos and Social Media (2020)Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic (2022)
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  • 2011Organic Chemistry Educators’ Perspectives on Fundamental Concepts and Misconceptions: An Exploratory Study109 cited
  • 2015Research on Problem Solving in Chemistry107 cited
  • 2019Using a Partially Flipped Learning Model To Teach First Year Undergraduate Chemistry93 cited
  • 2018Identifying and Remediating Student Misconceptions in Introductory Biology via Writing-to-Learn Assignments and Peer Review91 cited
  • 2014DNA → RNA: What Do Students Think the Arrow Means?74 cited
  • 2016A Parallel Controlled Study of the Effectiveness of a Partially Flipped Organic Chemistry Course on Student Performance, Perceptions, and Course Completion70 cited
  • 2009An Analysis of Undergraduate General Chemistry Students’ Misconceptions of the Submicroscopic Level of Precipitation Reactions68 cited
  • 2015First-year engineering students' views of the nature of engineering: implications for engineering programmes64 cited

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