Differential effects on the achievement of males and females of teaching the particulate nature of chemistry

By Diane M. Bunce, D. Gabel. 2002

112 citations recorded by the source corpus.

Subfields: Education, Physical and Theoretical Chemistry, Statistical and Nonlinear Physics

View Paper: https://www.semanticscholar.org/paper/039af2d161803c6351d56a15534c34028db15b93

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. K. Irving
2. Emine Adadan
3. U. Simsek
4. Kemal Doymuş
5. Natalie R. Nielsen
6. Susan Rundell Singer
7. Kathy Cabe Trundle
8. H. Schweingruber

In Physical and Theoretical Chemistry

1. Kemal Doymuş
2. Natalie R. Nielsen
3. Shaljan Areepattamannil
4. Van-Dat Tran
5. Scott E. Lewis
6. Tawabur Rahman

In Statistical and Nonlinear Physics

1. Natalie R. Nielsen
2. Shaljan Areepattamannil

Citations in the corpus

• Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. (2012, background): “For example, in one quasi-experimental study, female students’ performance on problems improved more than males’ when students were taught particulate representations in addition to symbolic representations (Bunce and Gabel, 2002).”
• Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar (2012, background): “This finding is consistent with the findings of previous research (e.g., Bunce & Gabel, 2002; Kenyon et al., 2008).”
• Attitudes toward chemistry among 11th grade students in high schools in Greece (2004, background): “…refers to instructional methods that use examples of real-world or demonstrations to introduce chemistry topics followed by microscopic explanations using two-dimensional drawings of dots and circles to represent atoms, ions, and molecules (Brunce & Gabel, 2002; Gabel, 1999; Johnstone, 1991).”
• Impacts of Multi‐representational Instruction on High School Students’ Conceptual Understandings of the Particulate Nature of Matter (2009, background): “…1998; Kabapinar, Leach, & Scott, 2004), analogies and role-modelling (Tsai, 1999), concrete models (Harrison & Treagust, 2000) and multimedia/multiple representations (Bunce & Gabel, 2002; Gabel, 1993; Rohr & Reimann, 1998; Snir et al., 2003; Tasker & Dalton, 2006; Williamson & Abraham, 1995).”
• Effects of jigsaw and animation techniques on students’ understanding of concepts and subjects in electrochemistry (2010, background): “Other names are the molecular world, submicroscopic world (Ebenezer 2001), and particle world (Bunce and Gabel 2002).”