Literaturnachweis - Detailanzeige
| Autor/inn/en | Kim, Thomas; Wright, L. Kate; Miller, Kathryn |
|---|---|
| Titel | An Examination of Students' Perceptions of the Kekule Resonance Representation Using a Perceptual Learning Theory Lens |
| Quelle | In: Chemistry Education Research and Practice, 20 (2019) 4, S.659-666 (8 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Kim, Thomas) ORCID (Wright, L. Kate) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1756-1108 |
| DOI | 10.1039/c9rp00009g |
| Schlagwörter | Science Instruction; Chemistry; Scientific Principles; Concept Formation; Visual Perception; College Students; College Science; Teaching Methods; Intervention; Visualization; Misconceptions |
| Abstract | Students in chemistry often demonstrate difficulty with the principle of resonance. Despite many attempts to mitigate this difficulty, there have been few attempts to examine the root cause of these issues. In this study, students were assessed for their perception of Kekule structures based on perceptual learning theory, which is grounded in cognitive mechanisms of visual perception. The data from this assessment shows that students are perceiving inappropriate clues from this representation, which infers that the image itself might be an impediment to learning about resonance. Employment of a meta-representational competence approach was used to address these misperceptions. (As Provided). |
| Anmerkungen | Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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