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International Journal of Science Education Volume 36, 2014 - Issue 5
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Original Articles

Understanding Possibilities and Limitations of Abstract Chemical Representations for Achieving Conceptual Understanding

David M. J. CorradiDepartment of Psychology and Educational Science, Centre for Instructional Psychology and TechnologyUniversity of Leuven (KU Leuven)LeuvenBelgiumCorrespondence[email protected]
,
Jan ElenDepartment of Psychology and Educational Science, Centre for Instructional Psychology and TechnologyUniversity of Leuven (KU Leuven)LeuvenBelgium
,
Beno SchraepenDepartment of Special EducationPlantijn University CollegeAntwerpenBelgium
&
Geraldine ClareboutDepartment of Psychology and Educational Science, Centre for Instructional Psychology and TechnologyUniversity of Leuven (KU Leuven)LeuvenBelgium
Pages 715-734 | Published online: 05 Aug 2013

Citations (15)

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Read on this site (3)

Sungwoong Lee, Fengfeng Ke & Jeeheon Ryu. (2023) Engagement and effectiveness of symbolic and iconic learning support for math problem representation: an eye tracking study. Interactive Learning Environments 31:3, pages 1514-1531.
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Bahadir Namdar & Ji Shen. (2018) Knowledge organization through multiple representations in a computer-supported collaborative learning environment. Interactive Learning Environments 26:5, pages 638-653.
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Kim Nichols, Michael Stevenson, John Hedberg & Robyn Margaret Gillies. (2016) Primary teachers’ representational practices: from competency to fluency. Cambridge Journal of Education 46:4, pages 509-531.
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Articles from other publishers (12)

Nicole B. Reinke, Mary Kynn & Ann L. Parkinson. (2021) Immersive 3D Experience of Osmosis Improves Learning Outcomes of First-Year Cell Biology Students. CBE—Life Sciences Education 20:1, pages ar1.
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João R. R. T. da Silva & Maria C. D. P. Lyra. (2019) Learning the Concept of Chemical Substance: the Role of Reconstructive Memory. Human Arenas 3:1, pages 99-118.
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P A Setyowati & H Sutrisno. (2020) An analysis of representation level and cognitive level in curriculum-2013 chemistry textbook. Journal of Physics: Conference Series 1440:1, pages 012006.
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Christina Beck & Claudia Nerdel. (2019) Biologiespezifisches BildverständnisBiology-specific Understanding of Pictures. Zeitschrift für Didaktik der Naturwissenschaften 25:1, pages 289-306.
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Thomas Kim, L. Kate Wright & Kathryn Miller. (2019) An examination of students' perceptions of the Kekulé resonance representation using a perceptual learning theory lens. Chemistry Education Research and Practice 20:4, pages 659-666.
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João Elias Vidueira Ferreira & Gwendolyn Angela Lawrie. (2019) Profiling the combinations of multiple representations used in large-class teaching: pathways to inclusive practices. Chemistry Education Research and Practice 20:4, pages 902-923.
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N K Rantih, S Mulyani & T Widhiyanti. (2019) An analyses of multiple representation about intermolecular forces. Journal of Physics: Conference Series 1157, pages 042029.
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Christina Beck & Claudia Nerdel. 2019. Bridging Research and Practice in Science Education. Bridging Research and Practice in Science Education 51 71 .
Muammer Çalik & William W. Cobern. (2017) A cross-cultural study of CKCM efficacy in an undergraduate chemistry classroom. Chemistry Education Research and Practice 18:4, pages 691-709.
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James M. Nyachwaya & Merry Gillaspie. (2016) Features of representations in general chemistry textbooks: a peek through the lens of the cognitive load theory. Chemistry Education Research and Practice 17:1, pages 58-71.
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David Corradi, Geraldine Clarebout & Jan Elen. (2015) Cognitive Dissonance as an Instructional Tool for Understanding Chemical Representations. Journal of Science Education and Technology 24:5, pages 684-695.
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David Corradi, Dawit Tibebu Trinenuh, Geraldine Clarebout & Jan Elen. (2014) How Multiple External Representations Can Help or Constrain Learning in Science. Journal of Cognitive Education and Psychology 13:3, pages 411-423.
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