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Increasing High School Students' Chemistry Performance and Reducing Cognitive Load through an Instructional Strategy Based on the Interaction of Multiple Levels of Knowledge Representation
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Milenkovic´, Dus?ica D.; Segedinac, Mirjana D.; Hrin, Tamara N. – Journal of Chemical Education, 2014
The central goal of this study was to examine the extent to which a teaching approach focused on the interaction between macroscopic, submicroscopic, and symbolic levels of chemistry representations could affect high school students' performance in the field of inorganic reactions, as well as to examine how the applied instruction influences…
Descriptors: Science Instruction, Chemistry, Difficulty Level, Cognitive Processes