In this study, first the level of interconnectedness of the key concepts concerning the topic of physical and chemical changes in pre-service chemistry teachers' (PSCTs') semantic memories was explored. Second, the group cognitive structures of the PSCTs that contain associations between these key concepts and the response concepts that appeared…

This study aimed to examine the impact of years of experience and field of expertise on the development of chemistry knowledge structures from STEM experts comprising 103 professors, 10 postdocs, and 146 doctoral students. Of these participants, 127 were specialized in chemistry and the rest were from various science and engineering disciplines.…

Epistemological beliefs--a learner's perspective about knowledge and the nature of learning--have been found to play a vital role in learning. Much research has been conducted, both in general and in specific fields, to explore epistemological development in college-aged students; however, little of that research has been done specifically in…

The use of knowledge space theory (KST), to assess students' understanding and integration of the different representations in an introductory chemistry course are described. KST is a useful tool for revealing various aspects of students' cognitive structure in chemistry.

Describes the use of Moe's Mall, a locational device designed to be used by learners, as a simple algorithm for solving mole-based exercises efficiently and accurately using dimensional analysis. (DDR)

Describes a study that used the ordered-tree technique to investigate knowledge change across the first semester of a college course in organic chemistry. Finds that over the course of the semester, students' knowledge trees became more similar to those of their professors. Discusses possible assessment uses for the ordered-tree technique.…

Describes the use of concept maps as a metacognitive tool to help chemistry teachers and learners improve teaching and learning. Concept maps were used in response to changes in the conceptions of the nature of scientific knowledge and in how learning occurs. Concept maps are valuable in documenting and exploring the restructuring of conceptual…

Discusses the difficulties that some students have in understanding the concept of chemical reactions. Proposes that instructors try to consider the various difficulties during a chemistry course when students form their concepts of element conservation. (TW)

Reviews a subjective exercise completed by students at the end of each of six units in an introductory organic chemistry course. Argues that instruction should be shaped by Ausubel's concept of meaningful learning. (DDR)

Describes a study that investigated the relationship and development of fifth-grade students' conceptual ecologies of heat. Contends that relying on a single mode of assessing students' learning can lead to a restricted view of what they truly know. (WRM)

Reports on a study designed to determine the importance of images to experienced chemists and the nature of images among learners, with particular attention to correlations with level of learning. Suggests that instructional methods should consider the student's ability to develop specific images appropriate to the chemical concepts. (TW)

Points out a misconception that is reinforced in many elementary and advanced chemistry texts. Discusses the general limitations of the orbital concept. Notes misconceptions related to the transition elements and their first ionization energies. (MVL)

Describes a multiple choice, pencil and paper, diagnostic instrument used to measure student understanding of covalent bonding and structure concepts. Reports evidence of seven commonly held misconceptions. (MVL)