Learning chemistry: What, when, and how?

Instructional Explanations in the Disciplines

Volumn , Issue , 2010, Pages 41-50

  Yaron, David ^a   Karabinos, Michael ^a   Evans, Karen ^b   Davenport, Jodi ^c   Cuadros, Jordi ^d   Greeno, James ^e  

^a CARNEGIE MELLON UNIVERSITY   (United States)

^b MERCYHURST COLLEGE   (United States)

^c WestEd   (United States)

^d INSTITUT QUÍMIC DE SARRIÀ   (Spain)

^e UNIVERSITY OF PITTSBURGH   (United States)

Author keywords

Chemical education; chemical equilibrium; cognitive task analysis; domain analysis; scenario based learning; virtual labs

Indexed keywords

EID: 84892197754     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-1-4419-0594-9_4     Document Type: Chapter

References (9)

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3. Cuadros, J., Leinhardt, G., & Yaron, D. (2007). One firm spot: the role of homework as lever in acquiring conceptual and performance competence in college chemistry. Journal of Chemical Education, 84(6), 1047-1052.
4. Davenport, J. L., Yaron, D., Klahr, D., & Koedinger, K. (2008). Development of conceptual understanding and problem solving expertise in chemistry. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th annual conference of the cognitive science society (pp. 751-756). Austin, TX: Cognitive Science Society.
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8. Leinhardt, G. (2001). Instructional explanations: A commonplace for teaching and location for contrast. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 333-357). Washington, DC: American Educational Research Association.
9. Smoot, R. C., Smith, R. G., & Price, J. (1998). Merrill chemistry. Columbus, OH: McGraw-Hill.