Precision and Accuracy: Knowledge Transformation through Conceptual Learning and Inquiry-Based Practices in Introductory and Advanced Chemistry Laboratories-Reference-Cited by-同舟云学术

Precision and Accuracy: Knowledge Transformation through Conceptual Learning and Inquiry-Based Practices in Introductory and Advanced Chemistry Laboratories

Published:2020-01-15 Issue:2 Volume:97 Page:368-373
ISSN:0021-9584
Container-title:Journal of Chemical Education
language:en
Short-container-title:J. Chem. Educ.

Author:

Gao Ruomei¹^ORCID,Lloyd Judith¹

Affiliation:

1. Chemistry and Physics Department, State University of New York College at Old Westbury, Old Westbury, New York 11568, United States

Funder

Division of Undergraduate Education

Chemistry and Physics Department and School of Arts and Sciences, SUNY Old Westbury

Publisher

American Chemical Society (ACS)

Subject

Education,General Chemistry

Link

https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.9b00563

Reference20 articles.

1. Learning progressions and teaching sequences: a review and analysis

2. Teaching–learning sequences: aims and tools for science education research

3. Learning progressions and teaching sequences – old wine in new skins?

4. Designing and Evaluating Science Teaching Sequences: An Approach Drawing upon the Concept of Learning Demand and a Social Constructivist Perspective on Learning

5. A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts

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