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Learning at the Sub-micro Level: Structural Representations
11 references·3 citing·43 second hop
Learning at the Sub-micro Level: Structural Representations (2009)Learning at the Sub-micro Level: Structur…Visualization in Science Education (2005)Visualization in Science Educ…Students Becoming Chemists: Developing Representationl Competence (2005)Students Becoming Chemists: D…PEDAGOGICAL CONTENT KNOWLEDGE AS A WAY FORWARD: APPLIED RESEARCH IN CHEMISTRY EDUCATION (2004)PEDAGOGICAL CONTENT KNOWLEDGE…Students' understanding of molecular structure representations (2003)Students' understanding of mo…Mental Models: The Role of Representations in Problem Solving in Chemistry (2000)Mental Models: The Role of Re…The Forgotten Tool: The Design and Use of Molecular Models (1997)The Forgotten Tool: The Desig…The same and not the same (1995)The same and not the sameChanging middle school students' conceptions of matter and molecules (1993)Changing middle school studen…Grade‐12 students' misconceptions relating to fundamental characteristics of atoms and molecules (1992)Grade‐12 students' misconcept…Pupils' Conceptions of Matter and its Transformations (age 12-16) (1990)Pupils' Conceptions of Matter…Is an atom of copper malleable? (1986)Is an atom of copper malleabl…Model manipulation and learning: Fostering representational competence with virtual and concrete models. (2015)Model manipulation and learni…Malaysian Students' Scientific Argumentation: Do groups perform better than individuals? (2015)Malaysian Students' Scientifi…Towards a Coherent Model for Macro, Submicro and Symbolic Representations in Chemical Education (2009)Towards a Coherent Model for …Thought and language (1962)Mind in Society: The Development of Higher Psychological Processes (1978)Situated Learning (1991)Conditions for the Effectiveness of Multiple Visual Representations in Enhancing STEM Learning (2016)Educational Psychology: A Cognitive View (1968)The Journal of College Science Teaching (1971)Frames of Mind: The Theory of Multiple Intelligences (1984)Haptic augmentation of science instruction: Does touch matter? (2005)The influence of prior knowledge on viewing and interpreting graphics with macroscopic and molecular representations (2008)Pedagogical Affordances of Multiple External Representations in Scientific Processes (2012)Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Ways with Words (1983)Progression in children's understanding of a ‘basic’ particle theory: a longitudinal study (1998)Can middle‐school science textbooks help students learn important ideas? Findings from project 2061's curriculum evaluation study: Life science (2004)Some Student Misconceptions in Chemistry: A Literature Review of Chemical Bonding (2004)Those Who Understand: Knowledge Growth in Teaching (1986)Knowledge and Teaching:Foundations of the New Reform (1987)International Handbook of Science Education (1998)Bridging the educational research‐teaching practice gap (2008)Linking the Macroscopic and Sub-microscopic Levels: Diagrams (2009)Pedagogical Content Knowledge (PCK): Exploring its Usefulness for Science Lecturers in Higher Education (2015)SCRIPTS, PLANS, GOALS, AND UNDERSTANDING (1988)What can we do about ‘Parker’? A case study of a good student who didn't ‘get’ organic chemistry (2008)Teaching and learning the concept of chemical bonding (2010)A Macro–Micro–Symbolic Teaching to Promote Relational Understanding of Chemical Reactions (2011)Children's ideas in science (1985)Conceptual Change in Childhood (1985)Learning in science : the implications of children's science (1985)Learning Difficulties in Chemistry: An Overview (2007)Rethinking chemistry: a learning progression on chemical thinking (2013)Part I: Cognitive development in children: Piaget development and learning (1964)Handbook of research on teaching (1986)Students' Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning (1995)The development of a two-tier multiple-choice diagnostic instrument for evaluating secondary school students’ ability to describe and explain chemical reactions using multiple levels of representation (2007)What Teachers of Science Need to Know about Models: An overview (2010)Learning Through Constructing Representations in Science: A framework of representational construction affordances (2012)Instructional design of scaffolded online learning modules for self-directed and inquiry-based learning environments (2019)Let’s teach how we think instead of what we know (2010)Identifying Representational Competence With Multi-Representational Displays (2011)Nature of Science in the Science Curriculum: Origin, Development, Implications and Shifting Emphases (2013)Understandings and misunderstandings of eighth graders of five chemistry concepts found in textbooks (1992)A cross‐age study of the understanding of five chemistry concepts (1994)Effectiveness of multimedia‐based instruction that emphasizes molecular representations on students' understanding of chemical change (2004)
this work references cited by second hop

References

  • 2005Students Becoming Chemists: Developing Representationl Competence514 cited
  • 1992Grade‐12 students' misconceptions relating to fundamental characteristics of atoms and molecules480 cited
  • 2005Visualization in Science Education463 cited
  • 1990Pupils' Conceptions of Matter and its Transformations (age 12-16)354 cited
  • 1993Changing middle school students' conceptions of matter and molecules334 cited
  • 1986Is an atom of copper malleable?331 cited
  • 2003Students' understanding of molecular structure representations169 cited
  • 2000Mental Models: The Role of Representations in Problem Solving in Chemistry169 cited
  • 1995The same and not the same142 cited
  • 2004PEDAGOGICAL CONTENT KNOWLEDGE AS A WAY FORWARD: APPLIED RESEARCH IN CHEMISTRY EDUCATION119 cited
  • 1997The Forgotten Tool: The Design and Use of Molecular Models114 cited

Cited by

  • 2015Model manipulation and learning: Fostering representational competence with virtual and concrete models.90 cited
  • 2009Towards a Coherent Model for Macro, Submicro and Symbolic Representations in Chemical Education72 cited
  • 2015Malaysian Students' Scientific Argumentation: Do groups perform better than individuals?68 cited

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