The Roles of Representations and Tools in the Chemistry Laboratory and Their Implications for Chemistry Learning

By Robert B. Kozma, Elaine Chin, J. W. Russell, Nancy Marx. 2000

445 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/6de40fd2ea4ff34dd6467fdf9150a1d342583874

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In Developmental and Educational Psychology

In Education

In Literature and Literary Theory

Citations in the corpus

DeFT: A Conceptual Framework for Considering Learning with Multiple Representations. (2006, background): “Many of the proposed benefits of MERs result from the integration and co-ordination of more than one source of information and a characteristic of expertise is the ability to integrate different representational formats (e.g. Kozma, Chin, Russell, & Marx, 2000 ).”
The tip of the iceberg in organic chemistry classes: how do students deal with the invisible? (2015, methodology): “According to Kozma et al. (2000), ‘‘Chemists have designed tools and representational systems that mediate between something that they cannot see and something that they can’’ (Kozma et al., 2000, p. 106).”
Examining the Effects of Different Multiple Representational Systems in Learning Primary Mathematics (2002, background): “Kozma, Chin, Russel, and Marx (2000) discussed how expert chemists can be distinguished from novice chemists by their integrated multi-representational understanding of chemical phenomena that allows experts to translate from one representational format to another.”
Impacts of Multi‐representational Instruction on High School Students’ Conceptual Understandings of the Particulate Nature of Matter (2009, background): “However, it should be noted that chemists use representations to illustrate ‘unseen entities and processes’ of chemical inquiry (Kozma et al., 2000, p. 107; emphasis added).”
The material features of multiple representations and their cognitive and social affordances for science understanding (2003, methodology): “computer lab were more like that of chemists we observed in both our experimental (Kozma & Russell, 1997) and naturalistic studies (Kozma et al., 2000).”
How Students Learn Content in Science, Technology, Engineering, and Mathematics (STEM) Through Drawing Activities (2019, unknown): “Such drawing skills play a crucial role in students’ identity as STEM professionals and ability to contribute to the STEM community by using drawing to solve complex, open-ended problems (Arcavi 2003; Kothiyal et al. 2016; Kozma et al. 2000).”
The Role of Self-Regulated Learning in Fostering Students' Conceptual Understanding of Complex Systems with Hypermedia (2004, background): “Understanding system complexity is sometimes difficult because the properties of the system are not available for direct inspection, and also because students must integrate multiple representations (e.g., text, diagrams, animations) to attain a fundamental conceptual understanding and then use the ”
Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom (2001, background): “essential for the acquisition of expertise (Kozma & Russell, 1997; Kozma et al., 2000 ).”
Using Hypermedia as a Metacognitive Tool for Enhancing Student Learning? The Role of Self-Regulated Learning (2005, unknown): “…structuralmodels,animations,digitizedvideoclips)toattaina fundamentalconceptualunderstandingandthenmustuse theserepresentationstoreason,solveproblems,andmakein-ferences(Goldman,2003;Kozma,Chin,Russell,&Marx, 2000).”