Enhancing Chemistry Education through the LHETM Model: A Structured Approach to Knowledge Acquisition and Application
Author:
Affiliation:
1. Westlake University
2. Zhejiang Normal University
3. Self-employed
Publisher
ASEE Conferences
Reference10 articles.
1. Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives: complete edition. Addison Wesley Longman, Inc.
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3. Blackie, M. A. L., Arnott, G., & Kaschula, C. H. (2023). Engaging Organic Chemistry Students in Knowledge Building. Journal of Chemical Education, 100(9), 3302–3308.
4. Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251–19257.
5. Ding, L. (2018). Progression Trend of Scientific Reasoning from Elementary School to University: a Large-Scale Cross-Grade Survey Among Chinese Students. International Journal of Science and Mathematics Education, 16(8), 1479–1498.
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