Analysis of Instructor Facilitation Strategies and Their Influences on Student Argumentation: A Case Study of a Process Oriented Guided Inquiry Learning Physical Chemistry Classroom-Reference-Cited by-同舟云学术

Analysis of Instructor Facilitation Strategies and Their Influences on Student Argumentation: A Case Study of a Process Oriented Guided Inquiry Learning Physical Chemistry Classroom

Published:2016-06-23 Issue:9 Volume:93 Page:1501-1513
ISSN:0021-9584
Container-title:Journal of Chemical Education
language:en
Short-container-title:J. Chem. Educ.

Author:

Stanford Courtney¹,Moon Alena²,Towns Marcy²,Cole Renée¹

Affiliation:

1. Department of Chemistry, University of Iowa, Iowa City, Iowa 52242, United States

2. Department of Chemistry, Purdue University, West Lafayette, Indiana 47907, United States

Funder

Division of Undergraduate Education

Publisher

American Chemical Society (ACS)

Subject

Education,General Chemistry

Link

https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.5b00993

Reference58 articles.

1. Olson, S.; Riordan, D. G.Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics.Report to the President; Executive Office of the President,President’s Council of Advisors on Science and Technology:Washington DC, 2012.https://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-executive-report-final_2-13-12.pdf(accessed June 2016) .

2. Active learning increases student performance in science, engineering, and mathematics

3. A Guided-Inquiry General Chemistry Course

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