teaching:articles_didactique_chimie-george_m_bodner

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teaching:articles_didactique_chimie-george_m_bodner [2021/09/24 04:06] – créée villersdteaching:articles_didactique_chimie-george_m_bodner [2021/09/24 04:24] (Version actuelle) – villersd
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     * Visualization and Spatial Reasoning Skills in Chemistry Education     * Visualization and Spatial Reasoning Skills in Chemistry Education
     * Conceptual Understanding of Chemistry     * Conceptual Understanding of Chemistry
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 ===== Constructivism as a Lens for Understanding Student Learning ===== ===== Constructivism as a Lens for Understanding Student Learning =====
  
 +  * Constructivism: A theory of knowledge, George M. Bodner, Journal of Chemical Education 1986, 63(10), 873, [[https://pubs.acs.org/doi/full/10.1021/ed063p873]] DOI: 10.1021/ed063p873 
 +  * The Many Forms of Constructivism, George Bodner, Michael Klobuchar, and David Geelan, Journal of Chemical Education 2001, 78(8), 1107, [[https://pubs.acs.org/doi/full/10.1021/ed078p1107.4]] DOI: 10.1021/ed078p1107.4 
 +  * Chemistry Education and the Post-constructivist Perspective of Bruno Latour, Donald. J. Wink, Journal of Chemical Education 2020, 97(12), 4268-4275, [[https://pubs.acs.org/doi/full/10.1021/acs.jchemed.0c00263]] DOI: 10.1021/acs.jchemed.0c00263 
 +  * Development of the Reaction Coordinate Diagram Inventory: Measuring Student Thinking and Confidence, Molly B. Atkinson, Maia Popova, Michael Croisant, Daniel J. Reed, and Stacey Lowery Bretz, Journal of Chemical Education 2020, 97(7), 1841-1851, [[https://pubs.acs.org/doi/full/10.1021/acs.jchemed.9b01186]] DOI: 10.1021/acs.jchemed.9b01186 
 +  * Construction by De-construction, Gautam Bhattacharyya, Journal of Chemical Education 2019, 96(7), 1294-1297, [[https://pubs.acs.org/doi/full/10.1021/acs.jchemed.8b00579]] DOI: 10.1021/acs.jchemed.8b00579 
 +  * Peer-Led Team Learning in General Chemistry I: Interactions with Identity, Academic Preparation, and a Course-Based Intervention, Regina F. Frey, Angela Fink, Michael J. Cahill, Mark A. McDaniel, and Erin D. Solomon, Journal of Chemical Education 2018, 95(12), 2103-2113, [[https://pubs.acs.org/doi/full/10.1021/acs.jchemed.8b00375]] DOI: 10.1021/acs.jchemed.8b00375 
 +  * Zero-Order Chemical Kinetics as a Context to Investigate Student Understanding of Catalysts and Half-Life, Kinsey Bain, Jon-Marc G. Rodriguez, Marcy H. Towns,, Journal of Chemical Education 2018, 95(5), 716-725, [[https://pubs.acs.org/doi/full/10.1021/acs.jchemed.7b00974]] DOI: 10.1021/acs.jchemed.7b00974 
 +  * Preparation for College General Chemistry: More than Just a Matter of Content Knowledge Acquisition, Mark S. Cracolice and Brittany D. Busby, Journal of Chemical Education 2015, 92(11), 1790-1797, [[https://pubs.acs.org/doi/full/10.1021/acs.jchemed.5b00146]] DOI: 10.1021/acs.jchemed.5b00146 
 +  * Constructivist Frameworks in Chemistry Education and the Problem of the “Thumb in the Eye”, Donald J. Wink, Journal of Chemical Education 2014, 91(5), 617-622, [[https://pubs.acs.org/doi/full/10.1021/ed400739b]] DOI: 10.1021/ed400739b 
  
 ===== Student Conceptualization of Organic Reactions ===== ===== Student Conceptualization of Organic Reactions =====
  
 +  * “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 
  
 ===== Understanding Student Approaches to Problem Solving ===== ===== Understanding Student Approaches to Problem Solving =====
  
 +  * 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 <sup>1</sup>H 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 %%**%%*, 
  
 ===== Visualization and Spatial Reasoning Skills in Chemistry Education ===== ===== Visualization and Spatial Reasoning Skills in Chemistry Education =====
  
 +  * A Review of Spatial Ability Literature, Its Connection to Chemistry, and Implications for Instruction, Marissa Harle and Marcy Towns,, Journal of Chemical Education 2011, 88(3), 351-360, [[https://pubs.acs.org/doi/full/10.1021/ed900003n]] DOI: 10.1021/ed900003n 
 +  * Interactive 3D Visualization of Chemical Structure Diagrams Embedded in Text to Aid Spatial Learning Process of Students, Amal Fatemah, Shahzad Rasool, and Uzma Habib, Journal of Chemical Education 2020, 97(4), 992-1000, [[https://pubs.acs.org/doi/full/10.1021/acs.jchemed.9b00690]] DOI: 10.1021/acs.jchemed.9b00690 
 +  * [[https://pubs.acs.org/doi/full/10.1021/acs.jchemed.7b00094|**Promotion of Spatial Skills in Chemistry and Biochemistry Education at the College Level Maria Oliver-Hoyo and Melissa A. Babilonia-Rosa, Journal of Chemical Education 2017, 94(8), 996-1006, [[https://pubs.acs.org/doi/full/10.1021/acs.jchemed.7b00094]] DOI: 10.1021/acs.jchemed.7b00094 
 +  * The Role of Spatial Ability and Strategy Preference for Spatial Problem Solving in Organic Chemistry, Mike Stieff, Minjung Ryu, Bonnie Dixon, and Mary Hegarty, Journal of Chemical Education 2012, 89(7), 854-859, [[https://pubs.acs.org/doi/full/10.1021/ed200071d]] DOI: 10.1021/ed200071d 
 +  * The Effect of Viewing Order of Macroscopic and Particulate Visualizations on Students’ Particulate Explanations, Vickie M. Williamson, Sarah M. Lane, Travis Gilbreath, Roy Tasker, Guy Ashkenazi, Kenneth C. Williamson, and Ronald D. Macfarlane, Journal of Chemical Education 2012, 89(8), 979-987, [[https://pubs.acs.org/doi/full/10.1021/ed100828x]] DOI: 10.1021/ed100828x 
 +  * Using Molecular Representations To Aid Student Understanding of Stereochemical Concepts, Michael Abraham, Valsamma Varghese, and Hui Tang, Journal of Chemical Education 2010, 87(12), 1425-1429, [[https://pubs.acs.org/doi/full/10.1021/ed100497f]] DOI: 10.1021/ed100497f 
 +  * Investigating Students’ Ability To Transfer Ideas Learned from Molecular Animations of the Dissolution Process, Resa M. Kelly and Loretta L. Jones, Journal of Chemical Education 2008, 85(2), 303, [[https://pubs.acs.org/doi/full/10.1021/ed085p303]] DOI: 10.1021/ed085p303 
  
 ===== Conceptual Understanding of Chemistry ===== ===== Conceptual Understanding of Chemistry =====
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 +  * 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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