Identifying Atomic Structure as a Threshold Concept: Student mental models and troublesomeness
暂无分享,去创建一个
[1] David F. Treagust,et al. Learners' Mental Models of Chemical Bonding , 2001 .
[2] Rosária Justi,et al. History and philosophy of science through models: some challenges in the case of 'the atom' , 2000 .
[3] R. Driver,et al. Children's Ideas in Science , 1985 .
[4] J. Gilbert,et al. Explanations with Models in Science Education , 2000 .
[5] Chin-Chung Tsai,et al. Overcoming Junior High School Students' Misconceptions About Microscopic Views of Phase Change: A Study of an Analogy Activity , 1999 .
[6] Neil Taylor,et al. MENTAL MODELS IN CHEMISTRY: SENIOR CHEMISTRY STUDENTS MENTAL MODELS OF CHEMICAL BONDING , 2002 .
[7] V. Turner,et al. The Ritual Process. Structure and Anti-Structure , 1978 .
[8] Joseph Nussbaum,et al. Junior high school pupils' understanding of the particulate nature of matter: An interview study , 1978 .
[9] John Leach,et al. The Demands of Learning Science Concepts--Issues of Theory and Practice. , 1995 .
[10] Keith S. Taber,et al. Mediating Mental Models of Metals: Acknowledging the Priority of the Learner's Prior Learning. , 2003 .
[11] M. Chi,et al. From things to processes: A theory of conceptual change for learning science concepts , 1994 .
[12] Allan G. Harrison,et al. Learning about atoms, molecules, and chemical bonds: A case study of multiple-model use in grade 11 chemistry , 2000 .
[13] R. Driver,et al. Pupils and Paradigms: a Review of Literature Related to Concept Development in Adolescent Science Students , 1978 .
[14] Pamela J. Garnett,et al. Students' Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning , 1995 .
[15] R. Land. Threshold Concepts and Troublesome Knowledge (1): linkages to ways of thinking and practising within the disciplines , 2003 .
[16] M. Nakhleh. Why some students don't learn chemistry: Chemical misconceptions , 1992 .
[17] H. Bent. Provocative Opinion: Should Orbitals Be X-Rated in Beginning Chemistry Courses?. , 1984 .
[18] Alan K. Griffiths,et al. Grade-12 Students' Misconceptions Relating to Fundamental Characteristics of Atoms and Molecules. , 1992 .
[19] M. Linn,et al. Learning and Instruction: An Examination of Four Research Perspectives in Science Education , 1988 .
[20] D. Perkins. The Many Faces of Constructivism. , 1999 .
[21] J. Dudley Herron,et al. Piaget in the classroom. Guidelines for applications , 1978 .
[22] Georgios Tsaparlis,et al. QUANTUM-CHEMICAL CONCEPTS: ARE THEY SUITABLE FOR SECONDARY STUDENTS? , 2002 .
[23] David F. Treagust,et al. Learners' mental models of metallic bonding: A cross‐age study , 2003 .
[24] Noel Entwistle,et al. Styles of learning and teaching , 1981 .
[25] Alex H. Johnstone,et al. TEACHING OF CHEMISTRY - LOGICAL OR PSYCHOLOGICAL? , 2000 .
[26] Bat-Sheva Eylon,et al. Is an atom of copper malleable , 1986 .
[27] K. Fisher. A misconception in biology: Amino acids and translation , 1985 .
[28] Ryszard M. Janiuk. The process of learning chemistry: A review of the studies , 1993 .
[29] Ronald J. Gillespie. What is wrong with the general chemistry course , 1991 .
[30] Stephen J. Hawkes,et al. Why should they know that , 1992 .
[31] Keith S. Taber,et al. Learning quanta: Barriers to stimulating transitions in student understanding of orbital ideas , 2005 .
[32] K. Berry. What should we teach them in high school , 1986 .
[33] John K. Gilbert,et al. Concepts, Misconceptions and Alternative Conceptions: Changing Perspectives in Science Education , 1983 .
[34] Mary B. Nakhleh,et al. Narrowing the Gap between Concepts and Algorithms in Freshman Chemistry , 1996 .
[35] Georgios Tsaparlis,et al. Atomic and Molecular Structure in Chemical Education: A Critical Analysis from Various Perspectives of Science Education. , 1997 .
[36] J. Confrey. A Review of the Research on Student Conceptions in Mathematics, Science, and Programming , 1990 .
[37] Keith S. Taber. The sharing‐out of nuclear attraction: or ‘I can't think about physics in chemistry’ , 1998 .
[38] Jan H. F. Meyer,et al. Overcoming Barriers to Student Understanding: Threshold Concepts and Troublesome Knowledge , 2006 .
[39] Ellen J. Yezierski,et al. Misconceptions about the Particulate Nature of Matter. Using Animations To Close the Gender Gap , 2006 .
[40] David F. Treagust,et al. Investigation of secondary school, undergraduate, and graduate learners' mental models of ionic bonding , 2003 .
[41] Peter G. Markow,et al. Usefulness of concept maps in college chemistry laboratories: Students' perceptions and effects on achievement , 1998 .
[42] J. Lagowski. National Science Education Standards , 1995 .
[43] B. Pestel. Teaching problem solving without modeling through “thinking aloud pair problem solving” , 1993 .
[44] J. Shea. National Science Education Standards , 1995 .
[45] John J. Clement. Analogy Generation in Scientific Problem Solving. , 1981 .
[46] José María de Posada. Conceptions of high school students concerning the internal structure of metals and their electric conduction: structure and evolution , 1997 .
[47] Jere Confrey,et al. Chapter 1: A Review of the Research on Student Conceptions in Mathematics, Science, and Programming , 1990 .
[48] John K. Gilbert,et al. A conceptual framework for science education: The case study of force and movement , 1985 .
[49] Joseph D. Novak,et al. Learning creating and using knowledge: Concept maps as facilitative tools , 1998 .
[50] John K. Gilbert,et al. Science teaching and children's views of the world , 1983 .
[51] David F. Treagust,et al. Secondary students' mental models of atoms and molecules: Implications for teaching chemistry , 1996 .
[52] Hans Niedderer,et al. A learning pathway in high‐school level quantum atomic physics , 1998 .
[53] Rocky Ross,et al. Mental models , 2004, SIGA.
[54] P. Scott,et al. The concept of learning demand as a tool for designing teaching sequences , 2000 .
[55] D. Perkins. Constructivism and troublesome knowledge , 2006 .
[56] Peter Davies,et al. Threshold Concepts: how can we recognise them? , 2006 .
[57] W. Jensen. Logic, History, and the Teaching of Chemistry: III. One Chemical Revolution or Three? , 1998 .
[58] Thomas W. Shiland. WHAT'S THE USE OF ALL THIS THEORY : THE ROLE OF QUANTUM MECHANICS IN HIGH SCHOOL CHEMISTRY TEXTBOOKS , 1995 .