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Direct linkLi, Na; Black, John B. – Journal of Science Education and Technology, 2016
Chemistry knowledge can be represented at macro-, micro- and symbolic levels, and learning a chemistry topic requires students to engage in multiple representational activities. This study focused on scaffolding for inter-level connection-making in learning chemistry knowledge with graphical simulations. We also tested whether different sequences…
Descriptors: Chemistry, Science Instruction, Grade 7, Simulation
