Improving student success in chemistry through cognitive science
Bibliographic Data
| ID | 21702208 |
|---|---|
| Authors | JudithAnn R Hartman (0000-0003-0186-9405, United States Naval Academy, corresponding author), Eric A Nelson (0000-0003-2909-8892, Fairfax County Public Schools), Paul A Kirschner (0000-0002-8743-0462, Open University of the Netherlands) |
| Year | 2022 |
| Volume | 24 |
| Issue | 2 |
| Pages | 239-261 |
| Publication date | 2022-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foundations of Chemistry (JOURNAL) |
| Journal identifiers | ISSN: 1386-4238 • E-ISSN: 1572-8463 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10698-022-09427-w |
| OpenAlex | W4224290396 |
| Language | EN |
| Citations received | 1 |
| References cited | 46 |
Chemistry educator Alex H. Johnstone is perhaps best known for his insight that chemistry is best explained using macroscopic, submicroscopic, and symbolic perspectives. But in his writings, he stressed a broader thesis, namely that teaching should be guided by scientific research on how the brain learns: cognitive science. Since Johnstone’s retirement, science’s understanding of learning has progressed rapidly. A surprising discovery has been when solving chemistry problems of any complexity, reasoning does not work: students must apply very-well-memorized facts and algorithms. Following Johnstone’s advice, we review recent discoveries of cognitive science research. Instructional strategies are recommended that cognitive studies have shown help students learn chemistry
Cognition · Cognitive science · Epistemology · Mathematics education · Philosophy of science · Science education · Scientific reasoning · Chemistry · Computer Science · Philosophy · Psychology · Science Education and Pedagogy · Various Chemistry Research Topics · Visual and Cognitive Learning Processes
Make It Stick
Memory
Human Memory
The magical number 4 in short-term memory
Working Memory
The Expertise Reversal Effect
The Magical Mystery Four
Visual working memory capacity
Short-term retention of individual verbal items.
Why is science difficult to learn? Things are seldom what they seem
Should There Be a Three-Strikes Rule Against Pure Discovery Learning?
Long-term working memory.
Instructional design models for well-structured and III-structured problem-solving learning outcomes
Perception in chess
An Integrated Theory of the Mind.
Why Minimal Guidance During Instruction Does Not Work
On The Language Instinct
Act
| Citations per year | 0.5 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |