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Bain, Kinsey; Rodriguez, Jon-Marc G.; Moon, Alena; Towns, Marcy H. – Chemistry Education Research and Practice, 2018
Chemical kinetics is a highly quantitative content area that involves the use of multiple mathematical representations to model processes and is a context that is under-investigated in the literature. This qualitative study explored undergraduate student integration of chemistry and mathematics during problem solving in the context of chemical…
Descriptors: Chemistry, Science Instruction, Qualitative Research, Undergraduate Students
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Weinrich, M. L.; Sevian, H. – Chemistry Education Research and Practice, 2017
Students often struggle with solving mechanism problems in organic chemistry courses. They frequently focus on surface features, have difficulty attributing meaning to symbols, and do not recognize tasks that are different from the exact tasks practiced. To be more successful, students need to be able to extract salient features, map similarities…
Descriptors: Science Instruction, Organic Chemistry, Problem Solving, Scientific Concepts
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Akkuzu, Nalan; Uyulgan, Melis Arzu – Chemistry Education Research and Practice, 2017
The current study examines the performance and achievement of students in the Systematic Qualitative Analyses of Cations (SQACs). We sought answers to questions such as, "What are the students' levels of performance?" and "What is the relation between the average scores for performance and achievement?." This was done by using…
Descriptors: Foreign Countries, Qualitative Research, Science Achievement, Inquiry
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Graulich, Nicole – Chemistry Education Research and Practice, 2015
Organic chemistry education is one of the youngest research areas among all chemistry related research efforts, and its published scholarly work has become vibrant and diverse over the last 15 years. Research on problem-solving behavior, students' use of the arrow-pushing formalism, the investigation of students' conceptual knowledge and…
Descriptors: Organic Chemistry, Science Instruction, Scientific Concepts, Problem Solving
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Sevian, H.; Bernholt, S.; Szteinberg, G. A.; Auguste, S.; Pérez, L. C. – Chemistry Education Research and Practice, 2015
A perspective is presented on how the representation mapping framework by Hahn and Chater (1998) may be used to characterize reasoning during problem solving in chemistry. To provide examples for testing the framework, an exploratory study was conducted with students and professors from three different courses in the middle of the undergraduate…
Descriptors: Chemistry, Science Instruction, Problem Solving, Undergraduate Study
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Herranen, Jaana Kristiina; Vesterinen, Veli-Matti; Aksela, Maija Katariina – Chemistry Education Research and Practice, 2015
The aim of this study was to create an instrument to measure elementary teachers' interest in teaching chemistry. The interest in chemistry teaching instrument (ICTI) was created to measure both the affective and cognitive components of interest. After establishing the face and content validity of the instrument, the internal consistency of the…
Descriptors: Chemistry, Science Teachers, Science Instruction, Teacher Attitudes
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Christian, Karen; Talanquer, Vicente – Chemistry Education Research and Practice, 2012
Characterizing the modes of reasoning typically applied by students to solve different types of chemistry problems is of central importance for the design of instructional strategies that can better support their learning of specific content. Thus, the central goal of this study was to identify dominant modes of reasoning expressed by college…
Descriptors: Organic Chemistry, College Students, Problem Solving, Logical Thinking
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Crippen, Kent J.; Brooks, David W. – Chemistry Education Research and Practice, 2009
The case for chemistry instruction based on worked examples is presented, using a contemporary model of human learning. We begin by detailing human cognitive architecture and outlining the Interactive Compensatory Model of Learning (ICML). Through the ICML, the role of motivation, deliberate practice and feedback are detailed as key variables in…
Descriptors: Chemistry, Science Instruction, Epistemology, Learning Activities