Andere Kunden interessierten sich auch für
![Student Solutions Manual for Environmental Chemistry]( "Student Solutions Manual for Environmental Chemistry")
Student Solutions Manual for Environmental Chemistry63,99 €![Practical Chemistry For Undergraduate Student]( "Practical Chemistry For Undergraduate Student")
Practical Chemistry For Undergraduate Student22,99 €![Info-Tafel-Set Liste der chemischen Elemente]( "Info-Tafel-Set Liste der chemischen Elemente")
Info-Tafel-Set Liste der chemischen Elemente9,95 €![Chemie Grundlagen]( "Chemie Grundlagen")
Chemie Grundlagen7,99 €![Funktionelle Gruppen in der organischen Chemie]( "Funktionelle Gruppen in der organischen Chemie")
Funktionelle Gruppen in der organischen Chemie7,95 €![Chemical constituents of Stachys parviflora]( "Chemical constituents of Stachys parviflora")
Chemical constituents of Stachys parviflora38,99 €![COMPOSITION OF FATTY ACIDS & PHYSIO-CHEMICAL STUDIES ON SHEEP FAT]( "COMPOSITION OF FATTY ACIDS & PHYSIO-CHEMICAL STUDIES ON SHEEP FAT")
COMPOSITION OF FATTY ACIDS & PHYSIO-CHEMICAL STUDIES ON SHEEP FAT32,99 €
This study explored general-chemistry instructors
awareness of and ability to identify common student
alternate conceptions in chemical equilibrium.
Instructor strategies directed at remediation of
student alternate conceptions were also investigated
and compared to successful, literature-based
conceptual change methods. Fifty-two general
chemistry instructor volunteers from 50 U.S. colleges
and universities completed an interactive web-based
survey that gathered their responses to hypothetical
classroom scenarios. The three scenarios asked
respondents to evaluate student exam answers,
justify their evaluations, and report how they would
assist students to better understand ideas about
which they held alternate conceptions. This study
revealed that chemistry instructors employ a variety
of strategies in efforts to address and remediate
alternate conceptions. However, those strategies
rarely include the conditions needed to stimulate
conceptual change in students. Instructors are thus
encouraged to become familiar with successful
conceptual change strategies, using such methods as
appropriate in their classrooms.
awareness of and ability to identify common student
alternate conceptions in chemical equilibrium.
Instructor strategies directed at remediation of
student alternate conceptions were also investigated
and compared to successful, literature-based
conceptual change methods. Fifty-two general
chemistry instructor volunteers from 50 U.S. colleges
and universities completed an interactive web-based
survey that gathered their responses to hypothetical
classroom scenarios. The three scenarios asked
respondents to evaluate student exam answers,
justify their evaluations, and report how they would
assist students to better understand ideas about
which they held alternate conceptions. This study
revealed that chemistry instructors employ a variety
of strategies in efforts to address and remediate
alternate conceptions. However, those strategies
rarely include the conditions needed to stimulate
conceptual change in students. Instructors are thus
encouraged to become familiar with successful
conceptual change strategies, using such methods as
appropriate in their classrooms.