How Do Preservice Chemistry Teachers Rate Tasks Following the Construct of School-Related Content Knowledge in a Concept-Orientated Course on Organic Chemistry?
Author:
Affiliation:
1. Zentrum für Lehrerbildung und Bildungsforschung and Institut für Chemie, University of Potsdam, 14476 Potsdam, Germany
Funder
Bundesministerium f??r Bildung und Forschung
Publisher
American Chemical Society (ACS)
Subject
Education,General Chemistry
Link
https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.1c00593
Reference41 articles.
1. Impact of a spiral organic curriculum on student attrition and learning
2. Perry’s Scheme of Intellectual and Epistemological Development as a framework for describing student difficulties in learning organic chemistry
3. Beyond rote learning in organic chemistry: the infusion and impact of argumentation in tertiary education
4. An epistemological inquiry into organic chemistry education: exploration of undergraduate students' conceptual understanding of functional groups
5. Development and validation of the implicit information from Lewis structures instrument (IILSI): do students connect structures with properties?
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1. Students’ Learning and Application of Basic Concepts in the Course “Organic Chemistry I for Preservice Chemistry Teachers”;Journal of Chemical Education;2023-10-04
2. Students’ Strategies, Struggles, and Successes with Mechanism Problem Solving in Organic Chemistry: A Scoping Review of the Research Literature;Journal of Chemical Education;2022-11-15
3. Newly Designed Laboratory Course for Preservice Chemistry Teachers: Do the Students Rate Their Practical Skills As Relevant for Their Future Profession?;Journal of Chemical Education;2022-10-13
4. Understanding and Learning of Ionic Organic Reactions in Organic Chemistry Based on Acid–Base Theory;Journal of Chemical Education;2022-05-03
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