teaching:articles_didactique_chimie-george_m_bodner

Sélection d'articles - George M. Bodner Festschrift

  • Introducing the Virtual Issue: George M. Bodner Festschrift Marcy Towns, 2021 → sélection d'articles sur ces sujets :
    • Constructivism as a Lens for Understanding Student Learning
    • Student Conceptualization of Organic Reactions
    • Understanding Student Approaches to Problem Solving
    • Visualization and Spatial Reasoning Skills in Chemistry Education
    • Conceptual Understanding of Chemistry
  • “It Gets Me to the Product”: How Students Propose Organic Mechanisms, Gautam Bhattacharyya and George M. Bodner, Journal of Chemical Education 2005, 82(9), 1402, https://pubs.acs.org/doi/full/10.1021/ed082p1402 DOI: 10.1021/ed082p1402
  • The Shrewd Guess: Can a Software System Assist Students in Hypothesis-Driven Learning for Organic Chemistry?, Julia E. Winter, Joseph Engalan, Sarah E. Wegwerth, Gianna J. Manchester, Michael T. Wentzel, Michael J. Evans, James E. Kabrhel, and Lawrence J. Yee, Journal of Chemical Education 2020, 97(12), 4520-4526, https://pubs.acs.org/doi/full/10.1021/acs.jchemed.0c00246 DOI: 10.1021/acs.jchemed.0c00246
  • Thinking in Alternatives—A Task Design for Challenging Students’ Problem-Solving Approaches in Organic Chemistry, Leonie Lieber and Nicole Graulich, Journal of Chemical Education 2020, 97(10), 3731-3738, https://pubs.acs.org/doi/full/10.1021/acs.jchemed.0c00248 DOI: 10.1021/acs.jchemed.0c00248
  • Using the Research Literature to Develop an Adaptive Intervention to Improve Student Explanations of an SN1 Reaction Mechanism, Amber J. Dood, John C. Dood, Daniel Cruz-Ramírez de Arellano, Kimberly B. Fields, and Jeffrey R. Raker, Journal of Chemical Education 2020, 97(10), 3551-3562, https://pubs.acs.org/doi/full/10.1021/acs.jchemed.0c00569 DOI: 10.1021/acs.jchemed.0c00569
  • Exploring Student Thinking about Addition Reactions, Solaire A. Finkenstaedt-Quinn, Field M. Watts, Michael N. Petterson, Sabrina R. Archer, Emma P. Snyder-White, and Ginger V. Shultz, Journal of Chemical Education 2020, 97(7), 1852-1862, https://pubs.acs.org/doi/full/10.1021/acs.jchemed.0c00141 DOI: 10.1021/acs.jchemed.0c00141
  • Arrows on the Page Are Not a Good Gauge: Evidence for the Importance of Causal Mechanistic Explanations about Nucleophilic Substitution in Organic Chemistry, Olivia M. Crandell, Macy A. Lockhart, and Melanie M. Cooper, Journal of Chemical Education 2020, 97(2), 313-327, https://pubs.acs.org/doi/full/10.1021/acs.jchemed.9b00815 DOI: 10.1021/acs.jchemed.9b00815
  • Organic Chemistry Students’ Understandings of What Makes a Good Leaving Group, Maia Popova and Stacey Lowery Bretz, Journal of Chemical Education 2018, 95(7), 1094-1101, https://pubs.acs.org/doi/full/10.1021/acs.jchemed.8b00198 DOI: 10.1021/acs.jchemed.8b00198
  • A Comparison of How Undergraduates, Graduate Students, and Professors Organize Organic Chemistry Reactions, Kelli R. Galloway, Min Wah Leung, and Alison B. Flynn, Journal of Chemical Education 2018, 95(3), 355-365, https://pubs.acs.org/doi/full/10.1021/acs.jchemed.7b00743 DOI: 10.1021/acs.jchemed.7b00743
  • Evaluation of a Flipped, Large-Enrollment Organic Chemistry Course on Student Attitude and Achievement, Suazette R. Mooring, Chloe E. Mitchell, and Nikita L. Burrows, Journal of Chemical Education 2016, 93(12), 1972-1983, https://pubs.acs.org/doi/full/10.1021/acs.jchemed.6b00367 DOI: 10.1021/acs.jchemed.6b00367
  • Using Students’ Representations Constructed during Problem Solving To Infer Conceptual Understanding, Daniel Domin and George Bodner, Journal of Chemical Education 2012, 89(7), 837-843, https://pubs.acs.org/doi/full/10.1021/ed1006037 DOI: 10.1021/ed1006037
  • Developing Expertise in 1H NMR Spectral Interpretation, Megan C. Connor, Benjamin H. Glass, Solaire A. Finkenstaedt-Quinn, and Ginger V. Shultz, The Journal of Organic Chemistry 2021, 86(2), 1385-1395, https://pubs.acs.org/doi/full/10.1021/acs.joc.0c01398 DOI: 10.1021/acs.joc.0c01398
  • Introducing Molecular Structural Analysis Using a Guided Systematic Approach Combined with an Interactive Multiplatform Web Application, Armélinda Agnello, Stéphane Vanberg, Céline Tonus, Bernard Boigelot, Laurent Leduc, Christian Damblon, and Jean-François Focant, Journal of Chemical Education 2020, 97(12), 4330-4338, https://pubs.acs.org/doi/full/10.1021/acs.jchemed.0c00329 DOI: 10.1021/acs.jchemed.0c00329
  • NMR Spectra through the Eyes of a Student: Eye Tracking Applied to NMR Items, Joseph J. Topczewski, Anna M. Topczewski, Hui Tang, Lisa K. Kendhammer, and Norbert J. Pienta, Journal of Chemical Education 2017, 94(1), 29-37, https://pubs.acs.org/doi/full/10.1021/acs.jchemed.6b00528 DOI: 10.1021/acs.jchemed.6b00528
  • Evaluating the Content and Response Process Validity of Data from the Chemical Concepts Inventory, Paul Schwartz and Jack Barbera, Journal of Chemical Education 2014, 91(5), 630-640, https://pubs.acs.org/doi/full/10.1021/ed400716p DOI: 10.1021/ed400716p
  • Concept Learning versus Problem Solving: Evaluating a Threat to the Validity of a Particulate Gas Law Question, Michael J. Sanger, C. Kevin Vaughn, and David A. Binkley, Journal of Chemical Education 2013, 90(6), 700-709, https://pubs.acs.org/doi/full/10.1021/ed200809a DOI: 10.1021/ed200809a ***,
  • I Have Found You An Argument: The Conceptual Knowledge of Beginning Chemistry Graduate Students, George M. Bodner, Journal of Chemical Education 1991, 68(5), 385, https://pubs.acs.org/doi/full/10.1021/ed068p385 DOI: 10.1021/ed068p385
  • Use of Simulations and Screencasts to Increase Student Understanding of Energy Concepts in Bonding, Jessica R. VandenPlas, Deborah G. Herrington, Alec D. Shrode, and Ryan D. Sweeder, Journal of Chemical Education 2021, 98(3), 730-744, https://pubs.acs.org/doi/full/10.1021/acs.jchemed.0c00470 DOI: 10.1021/acs.jchemed.0c00470
  • Exploring Students’ Understanding of Resonance and Its Relationship to Instruction, Dihua Xue and Marilyne Stains, Journal of Chemical Education 2020, 97(4), 894-902, https://pubs.acs.org/doi/full/10.1021/acs.jchemed.0c00066 DOI: 10.1021/acs.jchemed.0c00066
  • Thinking Processes Associated with Undergraduate Chemistry Students’ Success at Applying a Molecular-Level Model in a New Context, Melonie A. Teichert, Lydia T. Tien, Lisa Dysleski, and Dawn Rickey, Journal of Chemical Education 2017, 94(9), 1195-1208, https://pubs.acs.org/doi/full/10.1021/acs.jchemed.6b00762 DOI: 10.1021/acs.jchemed.6b00762
  • Core Ideas and Topics: Building Up or Drilling Down?, Melanie M. Cooper, Lynmarie A. Posey, and Sonia M. Underwood, Journal of Chemical Education 2017, 94(5), 541-548, https://pubs.acs.org/doi/full/10.1021/acs.jchemed.6b00900 DOI: 10.1021/acs.jchemed.6b00900
  • Thinking Like a Chemist: Development of a Chemistry Card-Sorting Task To Probe Conceptual Expertise, Felicia E. Krieter, Ryan W. Julius, Kimberly D. Tanner, Seth D. Bush, and Gregory E. Scott, Journal of Chemical Education 2016, 93(5), 811-820, https://pubs.acs.org/doi/full/10.1021/acs.jchemed.5b00992 DOI: 10.1021/acs.jchemed.5b00992
  • Defining Conceptual Understanding in General Chemistry, Thomas A. Holme, Cynthia J. Luxford, and Alexandra Brandriet, Journal of Chemical Education 2015, 92(9), 1477-1483, https://pubs.acs.org/doi/full/10.1021/acs.jchemed.5b00218 DOI: 10.1021/acs.jchemed.5b00218
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  • teaching/articles_didactique_chimie-george_m_bodner.txt
  • Dernière modification: 2021/09/24 04:24
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