Support for instructional scaffolding with 1H NMR spectral features in organic chemistry textbook problems
暂无分享,去创建一个
[1] Vicente Talanquer,et al. Classifying End-of-Chapter Questions and Problems for Selected General Chemistry Textbooks Used in the United States , 2010 .
[2] Lisa K. Kendhammer,et al. NMR Spectra through the Eyes of a Student: Eye Tracking Applied to NMR Items , 2017 .
[4] Neil Mercer,et al. 'Scaffolding': learning in the classroom , 1992 .
[5] M. Volman,et al. Scaffolding in Teacher–Student Interaction: A Decade of Research , 2010 .
[6] Philip N Chase,et al. The effects of cumulative practice on mathematics problem solving. , 2002, Journal of applied behavior analysis.
[7] F. Cotton,et al. Basic Inorganic Chemistry , 1976 .
[8] Ginger V. Shultz,et al. Constraints on organic chemistry students’ reasoning during IR and 1H NMR spectral interpretation , 2019, Chemistry Education Research and Practice.
[9] Bret J. Benesh,et al. Undergraduate Students' Self-Reported Use of Mathematics Textbooks , 2012 .
[10] James M. Nyachwaya,et al. Features of Representations in General Chemistry Textbooks: A Peek through the Lens of the Cognitive Load Theory. , 2016 .
[11] Jaan Mikk,et al. Textbook: Research and Writing , 2000 .
[12] Roy D. Pea,et al. The Social and Technological Dimensions of Scaffolding and Related Theoretical Concepts for Learning, Education, and Human Activity , 2004, The Journal of the Learning Sciences.
[13] George M. Bodner,et al. Using students' representations constructed during problem solving to infer conceptual understanding , 2012 .
[14] R. Kozma,et al. Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena , 1997 .
[15] B. Rosenshine,et al. The Use of Scaffolds for Teaching Higher-Level Cognitive Strategies. , 1992 .
[16] Nathan McNeill,et al. Indispensable Resource? A Phenomenological Study of Textbook Use in Engineering Problem Solving , 2013 .
[17] J. Bruner. From communication to language—a psychological perspective , 1975, Cognition.
[18] F. Paas. Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. , 1992 .
[19] N. Mercer,et al. Dialogue and the Development of Children's Thinking: A Sociocultural Approach , 2007 .
[20] D. Rohrer,et al. The benefit of interleaved mathematics practice is not limited to superficially similar kinds of problems , 2014, Psychonomic bulletin & review.
[21] Y. Hsu,et al. A REVIEW OF EMPIRICAL EVIDENCE ON SCAFFOLDING FOR SCIENCE EDUCATION , 2012 .
[22] S. Engel. Thought and Language , 1964 .
[23] Vilma Mesa,et al. Textbook mediation of teaching: an example from tertiary mathematics instructors , 2012 .
[24] F. Paas,et al. Variability of Worked Examples and Transfer of Geometrical Problem-Solving Skills: A Cognitive-Load Approach , 1994 .
[25] J. Bruner,et al. The role of tutoring in problem solving. , 1976, Journal of child psychology and psychiatry, and allied disciplines.
[26] Doug Rohrer,et al. The shuffling of mathematics problems improves learning , 2007 .
[27] Eugene L. Chiappetta,et al. A method to quantify major themes of scientific literacy in science textbooks , 1991 .
[28] Nicholas C. Thomas,et al. The early history of spectroscopy , 1991 .
[29] Bruce Allen Knight,et al. Teachers’ use of textbooks in the digital age , 2015 .
[30] Vasiliki Gkitzia,et al. Development and application of suitable criteria for the evaluation of chemical representations in school textbooks , 2011 .
[31] J. Sweller,et al. Effects of schema acquisition and rule automation on mathematical problem-solving transfer. , 1987 .
[32] F. Paas,et al. Measurement of Cognitive Load in Instructional Research , 1994, Perceptual and motor skills.
[33] George M. Bodner,et al. Mental Models : The Role of Representations in Problem Solving in Chemistry PROCEEDINGS , 2002 .
[34] S. Puntambekar,et al. Tools for Scaffolding Students in a Complex Learning Environment: What Have We Gained and What Have We Missed? , 2005 .
[35] Slava Kalyuga,et al. When problem solving is superior to studying worked examples. , 2001 .
[36] Doug Rohrer,et al. Interleaving Helps Students Distinguish among Similar Concepts , 2012 .
[37] Mary Koppal,et al. Meeting the challenge of science literacy: project 2061 efforts to improve science education. , 2004, Cell biology education.
[38] F. Paas,et al. Cognitive load theory and aging: effects of worked examples on training efficiency , 2002 .
[39] L. Vygotsky. Mind in Society: The Development of Higher Psychological Processes: Harvard University Press , 1978 .
[40] Rosária Justi,et al. Modelling, teachers' views on the nature of modelling, and implications for the education of modellers , 2002 .
[41] R. Bjork,et al. Learning Concepts and Categories , 2008, Psychological science.
[42] Christopher N. Wahlheim,et al. Spacing enhances the learning of natural concepts: an investigation of mechanisms, metacognition, and aging , 2011, Memory & cognition.
[43] Jeffrey R. Raker,et al. A Historical Analysis of the Curriculum of Organic Chemistry Using ACS Exams as Artifacts , 2013 .
[44] George M. Bodner,et al. Non-mathematical problem solving in organic chemistry , 2009 .
[45] Ryan L. Stowe,et al. Arguing from Spectroscopic Evidence , 2019, Journal of Chemical Education.
[46] S. P. Parker. Spectroscopy source book , 1988 .
[47] Haley A. Vlach,et al. The spacing effect in children’s memory and category induction , 2008, Cognition.
[48] G. Shultz,et al. Teaching assistants' topic-specific pedagogical content knowledge in 1H NMR spectroscopy , 2018 .
[49] Joseph Krajcik,et al. Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials , 2006 .
[50] Melanie M. Cooper,et al. Organic Chemistry, Life, the Universe and Everything (OCLUE): A Transformed Organic Chemistry Curriculum , 2019, Journal of Chemical Education.