Titlebook: Research and Practice in Chemistry Education; Advances from the 25 Madeleine Schultz,Siegbert Schmid,Gwendolyn A. Law Book 2019 Springer Na

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Zakiya S. Wilson-Kennedy,Liuli Huang,Eugene Kennedy,Guoqing Tang,Margaret I. Kanipes,Goldie S. Byrds a battleground for gender (in)equality. Students and scholars across a range of disciplines, including gender studies, media studies, cultural studies, sociology, games studies and computer sciences, will find this book of interest..978-3-030-28262-2

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Revisiting the Understanding of Redox Reactions Through Critiquing Animations in Variance,ic level. These representations, revealing their mental models, were coded and analyzed to identify the level of their conceptual understanding. Then, they viewed two submicroscopic animations; one of them was showing a scientific representation, and the other included a common alternative conceptio

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Reframing Chemistry Learning: The Use of Student-Generated Contexts,hing Approach and another group was exposed to Collaborative Student-Generated Contexts Teaching Approach. The topics covered in the study included acids and bases, neutralization reactions, reduction–oxidation reactions, electrochemical cells, and electroplating. In this chapter, the contexts gener

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,Interactive Immersive Virtual Reality to Enhance Students’ Visualisation of Complex Molecules,ssions along with pre- and post-interviews were video-recorded and later analysed to understand how various features of the immersive VR activities supported and impeded students’ conceptual understanding and their ability to visualise molecules. Future research directions and the implications for c

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,Faculty Motivation for Scholarly Teaching and Innovative Classroom Practice—An Empirical Study,inder faculty integration of high-impact and evidence-based pedagogical innovations into classroom practice. The study reported in this chapter uses quantitative methods to explore faculty engagement in scholarly teaching and other innovative educational practices that purport to increase success of

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Lessons Learnt from Teaching and Learning During Disruptions,rove their practice. A mixed-methods approach was used to explore the student experience of the blended learning offering of first-year organic chemistry. The sample was stratified based on prior performance to uncover possible differences between subgroups. The pre- and post-chemistry e-learning su

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Bridging the Gap Between Philosophy of Science and Student Mechanistic Reasoning,g from primary school children’s descriptions of physical phenomena to multi-level reasoning processes in undergraduate biology classes. Depending on the nature of the discipline and the educational objective of the study, different aspects of what constitutes mechanistic reasoning from philosophy o