Learners' mental models of metallic bonding: A cross‐age study

By R. Coll, David F. Treagust. 2003

125 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Physical and Theoretical Chemistry

View Paper: https://www.semanticscholar.org/paper/f8ad800feb8233ae1b586a27f36d3241f0c421cf

How researchers see this paper

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

In Developmental and Educational Psychology

1. Eun Jung Park
2. Gregory Light
3. B. France
4. I. Taylor
5. Christine Moseley
6. Julianna Utley
7. Blanche Desjean-Perrotta
8. R. Coll

In Education

1. Eun Jung Park
2. Gregory Light
3. B. France
4. I. Taylor
5. Julianna Utley
6. Blanche Desjean-Perrotta
7. Christine Moseley
8. R. Coll

In Physical and Theoretical Chemistry

1. Eun Jung Park
2. Gregory Light
3. B. France
4. I. Taylor
5. R. Coll
6. Burçin Acar
7. L. Tarhan
8. M. Ibrahim

Citations in the corpus

• The Draw‐An‐Environment Test Rubric (DAET‐R): exploring pre‐service teachers’ mental models of the environment (2010, background): “Mental models are representations of reality that people use to understand specific phenomena and make sense of the physical world (Coll and Treagust 2003).”
• Identifying Atomic Structure as a Threshold Concept: Student mental models and troublesomeness (2009, methodology): “Difficulties or misconceptions in students’ learning about matter have been discussed in many studies (De Posada, 1997; Gilbert & Watts, 1983; Griffiths & Preston, 1992; Novick & Nussbaum, 1978). In terms of the application of microscopic understanding to macroscopic phenomena, Jensen (1995) and Joh”
• The role of models/and analogies in science education: implications from research (2005, methodology): “This was applied equally to models for metallic substances (Coll and Treagust 2003b), ionic substances (Coll and Treagust 2003a) or covalently-bonded substances (Coll and Treagust 2002a).”