Zobrazeno 1 - 8
of 8
pro vyhledávání: '"Gabriela Szteinberg"'
Education is always evolving, and most recently has shifted to increased online or remote learning. Digital Learning and Teaching in Chemistry compiles the established and emerging trends in this field, specifically within the context of learning and
Publikováno v:
CBE Life Sciences Education
As research has shown, collaborative peer learning is effective for improving student learning. Peer-led team learning (PLTL) is one well-known collaborative-group approach in which groups are facilitated by trained undergraduate peer leaders. This p
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::53cd53ccaa4d00afc0bee203ae0de372
https://pubmed.ncbi.nlm.nih.gov/31916912
https://pubmed.ncbi.nlm.nih.gov/31916912
Autor:
Jennifer Lambertz, Hannah Sevian, Gabriela Szteinberg, Gregory Banks, Courtney Ngai, Rebecca Lewis, Michael Clinchot, Robert Huie, Vicente Talanquer, M. L. Weinrich, Steven Cullipher
Publikováno v:
Journal of Chemical Education. 92:1610-1618
Making decisions about the production and use of chemical substances is of central importance in many fields. In this study, a research team comprising teachers and educational researchers collaborated in collecting and analyzing cognitive interviews
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7a9e3b084b9a88e06a949089dbb7a7de
https://doi.org/10.1021/acs.jchemed.5b00119
https://doi.org/10.1021/acs.jchemed.5b00119
Publikováno v:
Chemistry Education Research and Practice. 16:429-446
A perspective is presented on how the representation mapping framework by Hahn and Chater (1998) may be used to characterize reasoning during problem solving in chemistry. To provide examples for testing the framework, an exploratory study was conduc
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::034085f848601e9914f936cdae3cbc8e
https://doi.org/10.1039/c5rp00030k
https://doi.org/10.1039/c5rp00030k
Autor:
Courtney Ngai, Michael Clinchot, Robert Huie, Vicente Talanquer, Scott Balicki, Hannah Sevian, Gabriela Szteinberg, Gregory Banks, M. L. Weinrich, Rebecca Lewis, Jennifer Lambertz, Steven Cullipher
Publikováno v:
Journal of Chemical Education. 91:1401-1408
Professional development that bridges gaps between educational research and practice is needed. However, bridging gaps can be difficult because teachers and educational researchers often belong to different Communities of Practice, as their activitie
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::cc41ff8a6bcc5589a12acaa3392f1d7d
https://doi.org/10.1021/ed5003042
https://doi.org/10.1021/ed5003042
Publikováno v:
Chem. Educ. Res. Pract.. 14:23-35
The Center for Authentic Science Practice in Education (CASPiE) is a course-embedded undergraduate research curriculum that aims to introduce authentic research experiences for students in their early college years. A cohort of students who were rand
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3004964a6ea69b63af3a1e4cd6e3bffa
https://doi.org/10.1039/c2rp20115a
https://doi.org/10.1039/c2rp20115a
Publikováno v:
Educación Química. (2):100-116
ResumenComo continuación del documento anterior, en el que fue introducido y explicado el concepto de identidad química, se procede a presentar en este los elementos que se utilizan para colectar y analizar entrevistas cognitivas y los resultados,
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::40aa9efa6ded327eac6a6d4a631bb1c7
Publikováno v:
Educación Química. (1):13-20
The value of the concept of substance, both in its theoretical and phenomenological constructions, should be considered in the learning of chemistry. The central idea of chemical identity is defined to consist of the assumptions, knowledge and practi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e32750a4bacefb414feeff0cfdb3587b