TEACHING OF CHEMISTRY - LOGICAL OR PSYCHOLOGICAL?
By A. Johnstone. 2000
493 citations recorded by the source corpus.
Subfields: Physical and Theoretical Chemistry
View Paper: https://www.semanticscholar.org/paper/7515fe26b60b691d85e05ea1d58e39f8a1fa373b
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In Physical and Theoretical Chemistry
- Michelle J. Barthlow
- Norman Reid *
- Eun Jung Park
- Gregory Light
- S. Watson
- Saouma Boujaoude
- Eleni Danili
- Lama Z. Jaber
Citations in the corpus
- The Effectiveness of Process Oriented Guided Inquiry Learning to Reduce Alternate Conceptions in Secondary Chemistry (2011, background): “Models in science classrooms serve as analogous representations of nature and present difficult and complex science concepts in way that are meaningful and understandable for students (Chittleborough et al., 2005; Harrison & Treagust, 1998; Johnstone, 2000; Zare, 2002).”
- Learning Difficulties in Chemistry: An Overview (2007, background): “Johnstone (2000) has made arguments against this 'logical' presentation cogently: The logical order may well not be psychologically accessible to the learner.”
- Identifying Atomic Structure as a Threshold Concept: Student mental models and troublesomeness (2009, background): “In terms of the application of microscopic understanding to macroscopic phenomena, Jensen (1995) and Johnstone (2000) identified differences between experts and students.”
- Some strategies to improve performance in school chemistry, based on two cognitive factors (2004, background): “It has been suggested that the psychology of the formation of most of the concepts in chemistry is quite different from that of the everyday world (Johnstone, 1991, 2000).”
- A Macro–Micro–Symbolic Teaching to Promote Relational Understanding of Chemical Reactions (2012, background): “Integrating these levels and shifting among them represent important processes needed for a good understanding of chemistry (Johnstone, 2000); processes that by themselves necessitate a thinking demand that is challenging and hence might be considered an impediment to understanding chemistry,…”