Zobrazeno 1 - 10
of 49
pro vyhledávání: '"Nicole M. Becker"'
Publikováno v:
Journal of Research in Science Teaching. 59:841-875
Publikováno v:
Journal of Chemical Education. 98:2490-2495
What we emphasize and reward on assessments signals to students what matters to us. Accordingly, a great deal of scholarship in chemistry education has focused on defining the sorts of performances worth assessing. Here, we unpack observations we mad
Publikováno v:
Journal of Chemical Education. 98:714-729
Identifying effective methods of assessment and developing robust assessments are key areas of research in chemistry education. This research is needed to evaluate instructional innovations and cur...
Autor:
Katherine Lazenby, Nicole M. Becker
Publikováno v:
Chemistry Education Research and Practice. 22:62-76
As chemistry education, and science education more broadly, have shifted to emphasize realistic scientific practices as an important component of education, a number of researchers have used the Students’ Understanding of Models in Science (SUMS) i
Publikováno v:
Chemistry Education Research and Practice. 22:328-346
Beyond students’ ability to manipulate variables and solve problems, chemistry instructors are also interested in students developing a deeper conceptual understanding of chemistry, that is, engaging in the process of sensemaking. The concept of se
Autor:
Kevin H. Hunter, Katherine Lazenby, Jon-Marc G. Rodriguez, Leah J. Scharlott, Nicole M. Becker
Publikováno v:
Journal of Chemical Education. 97:4276-4286
Metamodeling ideas move beyond using a model to solve a problem to consider the nature and purpose of a model, such as reasoning about a model’s empirical basis and understanding why and how a model might change or be replaced. Given that chemistry
Autor:
Vanessa R. Ralph, Leah J. Scharlott, Adam G. L. Schafer, Megan Y. Deshaye, Nicole M. Becker, Ryan L. Stowe
Publikováno v:
JACS Au. 2(8)
What we as scientists and educators assess has a tremendous impact on whom we authorize to participate in science careers. Unfortunately, in critical gateway chemistry courses, assessments commonly emphasize and reward recall of disaggregated facts o
Publikováno v:
Journal of Chemical Education. 97:3948-3956
With recent curricular movements aimed at engaging students in science practices, more work is needed regarding evidence-based approaches for supporting students in developing competency in contexts such as chemistry. In this work, we focus on studen
Publikováno v:
Journal of Chemical Education. 97:3506-3520
As a pedagogical approach, process oriented guided inquiry learning (POGIL) allows students to socially construct knowledge through iterative cycles that include three steps: exploring a model, inventing a concept, and applying the resulting ideas. A
Publikováno v:
Journal of Chemical Education. 97:2065-2077
Chemical kinetics is an important topic that is reinforced across the undergraduate chemistry curriculum, but previous research indicates students tend to have difficulty developing a sophisticated understanding of reaction rate. In this qualitative