Journalartikel
Autorenliste: Graulich, N
Jahr der Veröffentlichung: 2015
Seiten: 9-21
Zeitschrift: Chemistry education research and practice
Bandnummer: 16
Heftnummer: 1
ISSN: 1109-4028
Open Access Status: Hybrid
DOI Link: https://doi.org/10.1039/C4RP00165F
Verlag: Royal Society of Chemistry (RSC)
Organic chemistry education is one of the youngest research areas among all chemistry related research efforts, and its published scholarly work has become vibrant and diverse over the last 15 years. Research on problem-solving behavior, students' use of the arrow-pushing formalism, the investigation of students' conceptual knowledge and their cognitive skills have shaped our understanding of college students' understanding in organic chemistry classes. This review provides an overview of research efforts focusing on student's perspectives and summarizes the main results and pending questions that may guide subsequent research activities.
Abstract:
Zitierstile
Harvard-Zitierstil: Graulich, N. (2015) The tip of the iceberg in organic chemistry classes : how do students deal with the invisible?, Chemistry education research and practice, 16(1), pp. 9-21. https://doi.org/10.1039/C4RP00165F
APA-Zitierstil: Graulich, N. (2015). The tip of the iceberg in organic chemistry classes : how do students deal with the invisible?. Chemistry education research and practice. 16(1), 9-21. https://doi.org/10.1039/C4RP00165F