An investigation of college chemistry students' understanding of structure–property relationships
By Melanie M. Cooper, Leah M. Corley, Sonia M. Underwood. 2013
159 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education, Physical and Theoretical Chemistry
View Paper: https://www.semanticscholar.org/paper/f4f1cf4c1dbb87342fca1aea0f2475d7b0749335
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In Developmental and Educational Psychology
In Education
In Physical and Theoretical Chemistry
Citations in the corpus
- The tip of the iceberg in organic chemistry classes: how do students deal with the invisible? (2015, background): “Cooper et al. (2013) further determined if and how students were using molecular representations to make predictions of properties.”
- How Students Learn Content in Science, Technology, Engineering, and Mathematics (STEM) Through Drawing Activities (2019, unknown): “Interview studies in which students draw and discuss their drawings have shown gaps and inaccuracies in their mental models because students often learn content by memorizing declarative statements or algorithms (Cooper et al. 2013; Nyachwaya et al. 2014; Papaphotis and Tsaparlis 2008).”