Sélection d'articles - George M. Bodner Festschrift

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

“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 ***,

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

**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

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