Zobrazeno 1 - 10
of 23
pro vyhledávání: '"Jessica R. VandenPlas"'
Publikováno v:
International Journal of STEM Education, Vol 8, Iss 1, Pp 1-13 (2021)
Abstract Background Engagement with particle-level simulations can help students visualize the motion and interactions of gas particles, thus helping them develop a more scientifically accurate mental model. Such engagement outside of class prior to
Externí odkaz:
https://doaj.org/article/97ce910b6f704db3b8187afe94a44f7c
Publikováno v:
Journal of Chemical Education. 98:730-744
The growing popularity of flipped, blended, and online learning, combined with the need to support a student population with increasingly diverse backgrounds, has led to the development and use of ...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4955b073a445e4ceab5f8126c39d2db7
https://doi.org/10.1021/acs.jchemed.0c00470
https://doi.org/10.1021/acs.jchemed.0c00470
Publikováno v:
International Journal of STEM Education, Vol 8, Iss 1, Pp 1-13 (2021)
Background Engagement with particle-level simulations can help students visualize the motion and interactions of gas particles, thus helping them develop a more scientifically accurate mental model. Such engagement outside of class prior to formal in
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::062a5354d96db6b039d594e8c1af08ed
https://doaj.org/article/97ce910b6f704db3b8187afe94a44f7c
https://doaj.org/article/97ce910b6f704db3b8187afe94a44f7c
Publikováno v:
Chemistry Education Research and Practice. 20:685-698
Simulations have changed chemistry education by allowing students to visualize the motion and interaction of particles underlying important chemical processes. With kinetics, such visualizations can illustrate how particles interact to yield successf
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1bb312f944340e17c439652a61c1b70f
https://doi.org/10.1039/c9rp00008a
https://doi.org/10.1039/c9rp00008a
Publikováno v:
Journal of Science Education and Technology. 26:359-371
As students increasingly use online chemistry animations and simulations, it is becoming more important to understand how students independently engage with such materials and to develop a set of best practices for students’ use of these resources
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::020d04686631f36334633a661b05d3e9
https://doi.org/10.1007/s10956-017-9684-2
https://doi.org/10.1007/s10956-017-9684-2
Publikováno v:
ACS Symposium Series ISBN: 9780841233423
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::424cc6936e526d17ab45aa1e6833c7a0
https://doi.org/10.1021/bk-2018-1292.ch002
https://doi.org/10.1021/bk-2018-1292.ch002
Publikováno v:
ACS Symposium Series ISBN: 9780841233423
ACS Symposium Series
ACS Symposium Series
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::dd861a0b57804a608b60c366760ebc01
https://doi.org/10.1021/bk-2018-1292.ch001
https://doi.org/10.1021/bk-2018-1292.ch001
Autor:
Jessica R. VandenPlas, Sarah J. R. Hansen, Steven Cullipher, Katherine L. Havanki, Elizabeth L. Day, Hui Tang, Lisa K. Kendhammer, Norbert J. Pienta, Kimberly Linenberger Cortes, Kimberly Kammerdiener, Adriane Randolph, Jessica M. Karch, Jessica J. Reed, David G. Schreurs, Jeffrey R. Raker, Kristen L. Murphy
Publikováno v:
ACS Symposium Series. :ix-x
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::457273134aa812706c3ff3b0fd4d079e
https://doi.org/10.1021/bk-2018-1292.pr001
https://doi.org/10.1021/bk-2018-1292.pr001
Publikováno v:
Journal of Chemical Education. 88:1231-1237
It is a common complaint among teachers that students forget what they have learned soon after taking a test. The phenomenon is seen in both secondary and undergraduate chemistry courses. This study examines the length of time after a test that stude
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b28c6e5cc3e707564212aa09932bd974
https://doi.org/10.1021/ed100683h
https://doi.org/10.1021/ed100683h