Zobrazeno 1 - 10
of 15
pro vyhledávání: '"Joi Phelps Walker"'
Publikováno v:
Journal of Chemical Education. 98:2199-2208
This paper describes the design and implementation of a course-based undergraduate research experience (CURE) sequence in chemistry that links a lower-division, organic chemistry course to an upper-division, analytical chemistry course. The focus of
Publikováno v:
Journal of Chemical Education. 98:2188-2198
This manuscript describes the implementation of a Course-based Undergraduate Research Experience (CURE) sequence in chemistry that uses research to link a lower division, organic chemistry course to an upper-division, analytical chemistry course. In
Publikováno v:
Journal of Chemical Education. 98:1875-1887
Current research suggests that students often fail to focus equally on the three aspects of scientific argumentation (cognitive, epistemic, and social) when they are given an opportunity to engage in argumentation. This study examined student argumen
Autor:
Kristine Callis-Duehl, Rosa M. Alvarez-Bell, Victor Sampson, Kathryn N. Hosbein, Joi Phelps Walker, Steven F. Wolf
Publikováno v:
Journal of Chemical Education. 98:293-306
There have been multiple calls to incorporate the teaching of scientific practices within science laboratory courses over the past decade. To accomplish this goal, changes must be made to the curriculum standards, instructional programs, and assessme
Publikováno v:
2019 Physics Education Research Conference Proceedings.
Autor:
Stephen F. Wolf, Joi Phelps Walker
Publikováno v:
Journal of Chemical Education. 94:632-635
The ability to “engage in argument from evidence” is one of the eight practices identified in the Next Generation Science Standards as well as an emerging focus of undergraduate chemistry curricula. Guiding students to make evidence-based claims
Autor:
Rebecca L. Sansom, Joi Phelps Walker
Publikováno v:
Journal of Chemical Education. 97:308-309
In a recent editorial (J. Chem. Educ. 2019, 96 (2), 193–195), the chemistry community was challenged to address the need for evidence supporting the role of the chemistry laboratory in student learning in order to justify the expense and resources
Publikováno v:
Chemistry Education Research and Practice. 17:1098-1113
This study examines the extent to which the type of instruction used during a general chemistry laboratory course affects students’ ability to use core ideas to engage in science practices. We use Ford’s (2008) description of the nature of scient
WOS: 000428300600001 This study examines the influence of laboratory instruction that engages students in a wide range of the practices of science on Turkish high-school students' chemistry learning. In this mixed methods study, student learning in t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2f44694c2165eaba81648a3bc5b967b6
https://aperta.ulakbim.gov.tr/record/31039
https://aperta.ulakbim.gov.tr/record/31039
Autor:
Joi Phelps Walker, Victor Sampson
Publikováno v:
Journal of Research in Science Teaching. 50:561-596
This study examines whether students enrolled in a general chemistry I laboratory course developed the ability to participate in scientific argumentation over the course of a semester. The laboratory activities that the students participated in durin