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International Journal of Science Education Volume 20, 1998 - Issue 3
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Original Articles

The ‘Mole Environment’ studyware: applying multidimensional analysis to quantitative chemistry problems

Yehudit J. Dori Department of Education in Technology and Science, Technion, Haifa, Israel
&
Mira Hameiri Department of Education in Technology and Science, Technion, Haifa, Israel
Pages 317-333 | Published online: 24 Feb 2007

Citations (18)

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Read on this site (3)

Uri Zoller. (2002) Algorithmic, LOCS and HOCS (chemistry) exam questions: Performance and attitudes of college students. International Journal of Science Education 24:2, pages 185-203.
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Revital T. Tal, Yehudit J. Dori & Shoshana Keiny. (2001) Assessing conceptual change of teachers involved in STES education and curriculum devleopment - the STEMS project approach. International Journal of Science Education 23:3, pages 247-262.
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CarloS. Furió, RafaeL. Azcona, Jenaro Guisasola & Mary Ratcliffe. (2000) Difficulties in teaching the concepts of 'amount of substance' and 'mole'. International Journal of Science Education 22:12, pages 1285-1304.
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Articles from other publishers (15)

Vinay Bapu Ramesh, Athavan Alias Anand Selvam, Surabhi Kulkarni, Anusha Dattatreya Manganahalli & Kiran R. Bettadapur. (2020) Designing and Using an Atomic Model Kit with H, C, N, and O Model Atoms Having a Mass Ratio of 1:12:14:16 to Teach the Concept of Mole and Associated Stoichiometric Relationships. Journal of Chemical Education 97:4, pages 986-991.
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Ozcan Gulacar, Alexandra Milkey & Ingo Eilks. (2020) Exploring Cluster Changes in Students’ Knowledge Structures Throughout General Chemistry. Eurasia Journal of Mathematics, Science and Technology Education 16:6.
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Roberto Marquardt, Juris Meija, Zoltan Mester, Marcy Towns, Ron Weir, Richard Davis & Jürgen Stohner. (2017) A critical review of the proposed definitions of fundamental chemical quantities and their impact on chemical communities (IUPAC Technical Report). Pure and Applied Chemistry 89:7, pages 951-981.
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Su-Chi Fang, Christina Hart & David Clarke. (2016) Identifying the critical components for a conceptual understanding of the mole in secondary science classrooms. Journal of Research in Science Teaching 53:2, pages 181-214.
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Richard K. Coll, Chanyah Dahsah, Sanoe Chairam & Ninna Jansoon. 2014. Learning with Understanding in the Chemistry Classroom. Learning with Understanding in the Chemistry Classroom 305 344 .
Bülent Pekdağ & Nursen Azizoğlu. (2013) Semantic mistakes and didactic difficulties in teaching the “amount of substance” concept: a useful model. Chem. Educ. Res. Pract. 14:1, pages 117-129.
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Abed Abir & Yehudit Judy Dori. (2013) Inquiry, Chemistry Understanding Levels, and Bilingual Learning. Educación Química 24:1, pages 37-43.
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Alberto Bellocchi & Stephen M. Ritchie. (2011) Investigating and theorizing discourse during analogy writing in chemistry. Journal of Research in Science Teaching 48:7, pages 771-792.
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Mun Fie Tsoi. (2009) Applying TSOI hybrid learning model to enhance blended learning experience in science education. Interactive Technology and Smart Education 6:4, pages 223-233.
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Zvia Kaberman & Yehudit Judy Dori. (2008) Metacognition in chemical education: question posing in the case-based computerized learning environment. Instructional Science 37:5, pages 403-436.
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Zvia Kaberman & Yehudit Judy Dori. (2008) Question Posing, Inquiry, and Modeling Skills of Chemistry Students in the Case-Based Computerized Laboratory Environment. International Journal of Science and Mathematics Education 7:3, pages 597-625.
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James Rogado. (2004) A grandeza quantidade de matéria e sua unidade, o mol: algumas considerações sobre dificuldades de ensino e aprendizagem. Ciência & Educação (Bauru) 10:1, pages 63-73.
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Yehudit J. Dori & Mira Hameiri. (2003) Multidimensional analysis system for quantitative chemistry problems: Symbol, macro, micro, and process aspects. Journal of Research in Science Teaching 40:3, pages 278-302.
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Jonathan E. Singer, Revital Tali Tal & Hsin-Kai Wu. (2003) Students' Understanding of the Particulate Nature of Matter. School Science and Mathematics 103:1, pages 28-44.
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David F. Treagust & Gail Chittleborough. 2001. Subject-specific instructional methods and activities. Subject-specific instructional methods and activities 239 267 .

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