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Showing 1 to 15 of 26 results Save | Export
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Benjamin Pölloth; Dominik Diekemper; Stefan Schwarzer – Chemistry Education Research and Practice, 2023
Recent progress in elucidating chemical reactions allows to explain chemistry by the potential energy of the involved chemical structures. Nevertheless, from an educational point of view, empirical results indicate that students often do not connect the core idea of energy with other chemical concepts. From a resource-oriented perspective,…
Descriptors: Chemistry, Science Instruction, Student Attitudes, High School Students
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Marco Bortoli; Laura Orian – Journal of Chemical Education, 2023
Molecules and Computer: Chemistry Calculations in Class (MC[superscript 4]) is a computational laboratory intended for final-year high school or undergraduate students. The topic is the antioxidant potential of anthocyanidins, which is chemically related to their radical scavenging action via the mechanism of hydrogen atom transfer (HAT). This…
Descriptors: Chemistry, Science Instruction, Undergraduate Students, High School Students
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McMillin, David R. – Journal of Chemical Education, 2020
In multielectron atoms or molecules, quantized electronic energy states known as term states provide a framework for interpreting absorption and emission spectra. Enumerating the term states associated with any particular electron configuration is possible using time-honored procedures, but the underpinnings of the methods do not always receive…
Descriptors: Science Instruction, College Science, Chemistry, Molecular Structure
Noyes, Keenan Chun Hong Lee – ProQuest LLC, 2022
One of the goals of science education is to help students make sense of the world around them. To that end, it is critical that students understand the central ideas in each discipline like, in chemistry, energy and interactions. These ideas are of particular importance because they are directly related to one another and are relevant across other…
Descriptors: Energy, Science Instruction, Prediction, Chemistry
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Beck, Jordan P.; Muniz, Marc N.; Crickmore, Cassidy; Sizemore, Logan – Chemistry Education Research and Practice, 2020
Models that are used to predict and explain phenomena related to molecular vibration and rotation are ubiquitous in physical chemistry, and are of importance in many related fields. Yet, little work has been done to characterize student use and application of these models. We describe the results of a multi-year, multi-institutional qualitative…
Descriptors: Chemistry, Models, Science Instruction, Prediction
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VandenPlas, Jessica R.; Herrington, Deborah G.; Shrode, Alec D.; Sweeder, Ryan D. – Journal of Chemical Education, 2021
The growing popularity of flipped, blended, and online learning, combined with the need to support a student population with increasingly diverse backgrounds, has led to the development and use of online materials to support students' learning of chemistry outside of a face-to-face classroom. Chemistry simulations provide opportunities to make…
Descriptors: Science Instruction, Online Courses, Distance Education, Computer Simulation
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Danckwardt-Lillieström, Kerstin; Andrée, Maria; Enghag, Margareta – International Journal of Science Education, 2020
Getting students to understand the particulate nature of matter is a major challenge for chemistry education. In upper secondary school students commonly struggle to distinguish between intra- and intermolecular bonding and analyse chemical bonding in terms of electronegativity. In this study, we explore how creative drama may be used in chemistry…
Descriptors: Drama, Teaching Methods, Scientific Concepts, Secondary School Science
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Minshall, Brianna L.; Yezierski, Ellen J. – Chemistry Education Research and Practice, 2021
For six semesters, activities have been incorporated into first year general chemistry courses in an effort to build student conceptual chemistry knowledge. The activities follow a learning cycle pedagogy (similar to Process Oriented Guided Inquiry Learning or POGIL activities) and consist of guiding questions involving animations, models,…
Descriptors: Science Instruction, Chemistry, Knowledge Level, Inquiry
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Odom, Arthur L.; Bell, Clare V. – Science Teacher, 2019
In 1827, Robert Brown noticed pollen suspended in water bouncing around erratically. It wasn't until 1905 that Albert Einstein provided an acceptable explanation of the phenomenon (Kac 1947): Brownian motion is the random movement of particles (e.g., pollen) in a fluid (liquid or gas) as a result of collisions with atoms and molecules. Movement of…
Descriptors: Science Instruction, Molecular Structure, Motion, Scientific Concepts
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Caspari, I.; Kranz, D.; Graulich, N. – Chemistry Education Research and Practice, 2018
Research in organic chemistry education has revealed that students often rely on rote memorization when learning mechanisms. Not much is known about student productive resources for causal reasoning. To investigate incipient stages of student causal reasoning about single mechanistic steps of organic reactions, we developed a theoretical framework…
Descriptors: Organic Chemistry, Science Instruction, Logical Thinking, Scientific Principles
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Teke, Dilek; Sozbilir, Mustafa – Chemistry Education Research and Practice, 2019
This study aimed to identify the needs of a 10th grade congenitally blind student in an inclusive chemistry classroom and design and develop tactile materials to teach the 'energy in living systems' topic with particular emphasis on covering the symbolic language of the chemistry. A single case study design was used to carry out an in-depth and…
Descriptors: Chemistry, Science Instruction, Grade 10, Energy
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Becker, Nicole; Noyes, Keenan; Cooper, Melanie – Journal of Chemical Education, 2016
Characterizing how students construct causal mechanistic explanations for chemical phenomena can provide us with important insights into the ways that students develop understanding of chemistry concepts. Here, we present two qualitative studies of undergraduate general chemistry students' reasoning about the causes of London dispersion forces in…
Descriptors: Chemistry, Science Instruction, Scientific Concepts, Concept Formation
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Ge, Yingbin – Journal of Chemical Education, 2016
Hands-on exercises are designed for undergraduate physical chemistry students to derive two-dimensional quantum chemistry from scratch for the H atom and H[subscript 2] molecule, both in the ground state and excited states. By reducing the mathematical complexity of the traditional quantum chemistry teaching, these exercises can be completed…
Descriptors: Chemistry, College Science, Undergraduate Study, Hands on Science
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Erceg, Nataša; Aviani, Ivica; Mešic, Vanes; Gluncic, Matko; Žauhar, Gordana – Physical Review Physics Education Research, 2016
In this study, we investigated students' understanding of concepts related to the microscopic model of gas. We thoroughly reviewed the relevant literature and conducted think alouds with students by asking them to answer open-ended questions about the kinetic molecular theory of gases. Thereafter, we transformed the open-ended questions into…
Descriptors: Foreign Countries, Scientific Concepts, Natural Resources, Concept Formation
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Haglund, Jesper; Andersson, Staffan; Elmgren, Maja – Chemistry Education Research and Practice, 2015
Thermodynamics, and in particular entropy, has been found to be challenging for students, not least due to its abstract character. Comparisons with more familiar and concrete domains, by means of analogy and metaphor, are commonly used in thermodynamics teaching, in particular the metaphor "entropy is disorder." However, this particular…
Descriptors: Thermodynamics, Scientific Concepts, Chemical Engineering, Concept Formation
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