메뉴 건너뛰기




Volumn 11, Issue 4, 2010, Pages 281-292

Reasonable reasoning: Multi-variate problem-solving in organic chemistry

Author keywords

Cased based reasoning (CBR); Electron pushing; Models based reasoning (MBR); Multi variate thinking; Organic chemistry; Problem solving; Rules based reasoning (RBR)

Indexed keywords


EID: 80054100566     PISSN: None     EISSN: 11094028     Source Type: Journal    
DOI: 10.1039/c0rp90003f     Document Type: Article
Times cited : (91)

References (32)
  • 1
    • 62049083598 scopus 로고    scopus 로고
    • The effect of illustrations in arithmetic problem-solving: effects of increased cognitive load
    • Berends I. and van Lieshout E., (2009), The effect of illustrations in arithmetic problem-solving: effects of increased cognitive load, Learn. Instruc., 19, 345-353.
    • (2009) Learn. Instruc. , vol.19 , pp. 345-353
    • Berends, I.1    van Lieshout, E.2
  • 2
    • 33750418087 scopus 로고    scopus 로고
    • Practitioner development in organic chemistry: how graduate students conceptualize organic acids
    • Bhattacharyya G., (2006), Practitioner development in organic chemistry: how graduate students conceptualize organic acids, Chem. Educ. Res. Pract., 7, 240-247.
    • (2006) Chem. Educ. Res. Pract. , vol.7 , pp. 240-247
    • Bhattacharyya, G.1
  • 3
    • 80054111492 scopus 로고    scopus 로고
    • Unpublished data
    • Bhattacharyya G., (2007), Unpublished data.
    • (2007)
    • Bhattacharyya, G.1
  • 4
    • 45749155260 scopus 로고    scopus 로고
    • Who am I? What am I doing here? Professional identity and the epistemic development of organic chemists
    • Bhattacharyya G., (2008), Who am I? What am I doing here? Professional identity and the epistemic development of organic chemists, Chem. Educ. Res. Pract., 9, 84-92.
    • (2008) Chem. Educ. Res. Pract. , vol.9 , pp. 84-92
    • Bhattacharyya, G.1
  • 5
    • 24144473979 scopus 로고    scopus 로고
    • "It gets me to the product": how students propose organic mechanisms
    • Bhattacharyya G. and Bodner G. M., (2005), "It gets me to the product": how students propose organic mechanisms, J. Chem. Educ., 82, 1402-1407.
    • (2005) J. Chem. Educ. , vol.82 , pp. 1402-1407
    • Bhattacharyya, G.1    Bodner, G.M.2
  • 6
    • 0036535677 scopus 로고    scopus 로고
    • Teaching the sophomore organic course without a lecture. Are you crazy?
    • Bradley A., Ulrich S., Jones M. and Jones S., (2002), Teaching the sophomore organic course without a lecture. Are you crazy?, J. Chem. Educ., 79, 514-419.
    • (2002) J. Chem. Educ. , vol.79 , pp. 514-419
    • Bradley, A.1    Ulrich, S.2    Jones, M.3    Jones, S.4
  • 8
    • 58149410841 scopus 로고
    • Categorization and representation of physics problems by experts and novices
    • Chi M., Feltovich P. and Glaser R., (1981), Categorization and representation of physics problems by experts and novices, Cognitive Sci., 5, 121-152.
    • (1981) Cognitive Sci. , vol.5 , pp. 121-152
    • Chi, M.1    Feltovich, P.2    Glaser, R.3
  • 10
    • 41549142692 scopus 로고    scopus 로고
    • Reliable multi- method assessment of metacognition use in chemistry problem- solving
    • Cooper M., Sandí-Ureña S. and Stevens R., (2008), Reliable multi- method assessment of metacognition use in chemistry problem- solving, Chem. Educ. Res. Pract., 9, 18-24.
    • (2008) Chem. Educ. Res. Pract. , vol.9 , pp. 18-24
    • Cooper, M.1    Sandí-Ureña, S.2    Stevens, R.3
  • 12
    • 45749128675 scopus 로고    scopus 로고
    • Making sense of the arrow-pushing formalism among chemistry majors enrolled in organic chemistry
    • Ferguson R. L. and Bodner G. M., (2008), Making sense of the arrow-pushing formalism among chemistry majors enrolled in organic chemistry, Chem. Educ. Res. Pract., 9, 102-113.
    • (2008) Chem. Educ. Res. Pract. , vol.9 , pp. 102-113
    • Ferguson, R.L.1    Bodner, G.M.2
  • 13
    • 0000327148 scopus 로고    scopus 로고
    • Practicing representation: learning with and about representational forms
    • Greeno J. and Hall R., (1997), Practicing representation: learning with and about representational forms, Phi Delta Kappan, 78, 361-367.
    • (1997) Phi Delta Kappan , vol.78 , pp. 361-367
    • Greeno, J.1    Hall, R.2
  • 14
    • 34547479237 scopus 로고    scopus 로고
    • Fish swim, rocks sit, and lungs breathe: expert-novice understandings of complex systems
    • Hmelo-Silver C., Marathe S. and Liu L., (2007), Fish swim, rocks sit, and lungs breathe: expert-novice understandings of complex systems, J. Learn. Sci., 16, 307-331.
    • (2007) J. Learn. Sci. , vol.16 , pp. 307-331
    • Hmelo-Silver, C.1    Marathe, S.2    Liu, L.3
  • 15
    • 33746604375 scopus 로고    scopus 로고
    • Context and structure: the nature of students' knowledge about three spatial diagram representations
    • Hurley S. and Novick L., (2006), Context and structure: the nature of students' knowledge about three spatial diagram representations, Teach. Reas., 12, 281-308.
    • (2006) Teach. Reas. , vol.12 , pp. 281-308
    • Hurley, S.1    Novick, L.2
  • 16
    • 33644803218 scopus 로고    scopus 로고
    • Rapid cognitive assessment of learners' knowledge structures
    • Kalyuga S., (2006), Rapid cognitive assessment of learners' knowledge structures, Learn. Instr., 16, 1-11.
    • (2006) Learn. Instr. , vol.16 , pp. 1-11
    • Kalyuga, S.1
  • 18
    • 0037400297 scopus 로고    scopus 로고
    • The material features of multiple representations and their cognitive and social affordances for science and understanding
    • Kozma R., (2003), The material features of multiple representations and their cognitive and social affordances for science and understanding, Learn. Instr., 13, 205-226.
    • (2003) Learn. Instr. , vol.13 , pp. 205-226
    • Kozma, R.1
  • 19
    • 34548597076 scopus 로고    scopus 로고
    • Reasoning about multiple variables: control of variables is not the only challenge
    • Kuhn D., (2007), Reasoning about multiple variables: control of variables is not the only challenge, Sci. Educ., 91, 710-726.
    • (2007) Sci. Educ. , vol.91 , pp. 710-726
    • Kuhn, D.1
  • 20
    • 33748497855 scopus 로고    scopus 로고
    • Connecting scientific reasoning and causal inference
    • Kuhn, D. and Dean, D., (2004), Connecting scientific reasoning and causal inference, J. Cognitive Dev., 5, 261-288.
    • (2004) J. Cognitive Dev. , vol.5 , pp. 261-288
    • Kuhn, D.1    Dean, D.2
  • 21
    • 57149140257 scopus 로고    scopus 로고
    • Beyond control of variables: what needs to develop to achieve skilled scientific thinking?
    • Kuhn, D., Iordanou, K., Pease, M., and Wirkala, C., (2008), Beyond control of variables: what needs to develop to achieve skilled scientific thinking?, Cognitive Dev., 23, 435-451.
    • (2008) Cognitive Dev. , vol.23 , pp. 435-451
    • Kuhn, D.1    Iordanou, K.2    Pease, M.3    Wirkala, C.4
  • 22
    • 67349178191 scopus 로고    scopus 로고
    • Coordinating the effects of multiple variables: a skill fundamental to scientific thinking
    • Kuhn D., Pease M. and Wirkala C., (2009), Coordinating the effects of multiple variables: a skill fundamental to scientific thinking, J. Exp. Child Psychol., 103, 268-284.
    • (2009) J. Exp. Child Psychol. , vol.103 , pp. 268-284
    • Kuhn, D.1    Pease, M.2    Wirkala, C.3
  • 23
    • 0343170815 scopus 로고
    • Expert and novice performance in solving physics problems
    • Larkin J., McDermott J., Simon D. and Simon H., (1980), Expert and novice performance in solving physics problems, Science, 208, 1335-1342.
    • (1980) Science , vol.208 , pp. 1335-1342
    • Larkin, J.1    McDermott, J.2    Simon, D.3    Simon, H.4
  • 24
    • 0242592090 scopus 로고
    • Why a diagram is (sometimes) worth 10,000 words
    • Larkin J. and Simon H., (1987), Why a diagram is (sometimes) worth 10,000 words, Cognitive Sci., 11, 65-99.
    • (1987) Cognitive Sci. , vol.11 , pp. 65-99
    • Larkin, J.1    Simon, H.2
  • 25
    • 5444246266 scopus 로고    scopus 로고
    • Principles for developing thought-revealing activities for students and teachers
    • Kelly, A., Lesh R., eds., Lawrence Erlbaum and Associates: Mahwah NJ
    • Lesh R.; Hoover M.; Hole B., Kelly A. and Post T., (2000), Principles for developing thought-revealing activities for students and teachers, in Handbook of research design in mathematics and science education; Kelly, A., Lesh, R., eds., Lawrence Erlbaum and Associates: Mahwah, NJ, pp. 591-646.
    • (2000) Handbook of research design in mathematics and science education , pp. 591-646
    • Lesh, R.1    Hoover, M.2    Hole, B.3    Kelly, A.4    Post, T.5
  • 27
    • 0042083404 scopus 로고    scopus 로고
    • Model-based reasoning in conceptual change
    • ed. L. Magnani, N. Nersessian and P. Thagard, Kluwer Academic/Plenum Publishers: New York
    • Nersessian N., (1999), Model-based reasoning in conceptual change, in Model-based reasoning in scientific discovery, ed. L. Magnani, N. Nersessian, and P. Thagard, Kluwer Academic/Plenum Publishers: New York.
    • (1999) Model-based reasoning in scientific discovery
    • Nersessian, N.1
  • 29
    • 79951713717 scopus 로고    scopus 로고
    • Enhancement of metacognition use and awareness by means of a collaborative intervention
    • DOI: 10.1080/09500690903452922
    • Sandí-Ureña S., Cooper M. and Stevens R., (2010), Enhancement of metacognition use and awareness by means of a collaborative intervention, Int. J. Sci. Educ., DOI: 10.1080/09500690903452922.
    • (2010) Int. J. Sci. Educ.
    • Sandí-Ureña, S.1    Cooper, M.2    Stevens, R.3
  • 30
    • 0037400330 scopus 로고    scopus 로고
    • Supporting coherence formation in learning from multiple representations
    • Seufert T., (2003), Supporting coherence formation in learning from multiple representations, Learn. Instr., 13, 227-237.
    • (2003) Learn. Instr. , vol.13 , pp. 227-237
    • Seufert, T.1
  • 31
    • 0002750297 scopus 로고
    • A cognitive theory of graphical and linguistic reasoning: logic and implementation
    • Stenning K. and Oberlander J., (1995), A cognitive theory of graphical and linguistic reasoning: logic and implementation, Cognitive Sci., 19, 97-140.
    • (1995) Cognitive Sci. , vol.19 , pp. 97-140
    • Stenning, K.1    Oberlander, J.2
  • 32
    • 80054094077 scopus 로고    scopus 로고
    • What happens when representations fail to represent? Graduate students' interpretations of organic chemistry diagrams
    • Strickland A. M., Kraft A. and Bhattacharyya G., (2010), What happens when representations fail to represent? Graduate students' interpretations of organic chemistry diagrams, Chem. Educ. Res. Pract., 11, 293-301.
    • (2010) Chem. Educ. Res. Pract. , vol.11 , pp. 293-301
    • Strickland, A.M.1    Kraft, A.2    Bhattacharyya, G.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.