Journal article
Thinking and Learning in Nested Systems: The Classroom Level
Journal of chemical education, Vol.101(2), pp.295-306
02/13/2024
DOI: 10.1021/acs.jchemed.3c00839
Abstract
Teaching and learning in college chemistry classrooms is affected by a variety of structural and psychosocial factors that influence classroom dynamics. In this second part of a two-part perspective [Talanquer et al. J. Chem. Educ. 10.1021/acs.jchemed.3c00838], we review and discuss the results from research that has helped us understand the complex social and knowledge dynamics that emerge in interactive learning environments. We use this analysis to make explicit major insights about curriculum, instruction, assessment, teachers, and students gained in the past 25 years and to summarize their implications for chemistry education.
Details
- Title: Subtitle
- Thinking and Learning in Nested Systems: The Classroom Level
- Creators
- Vicente Talanquer - University of ArizonaRenee Cole - University of IowaGregory T. Rushton - Middle Tennessee State University
- Resource Type
- Journal article
- Publication Details
- Journal of chemical education, Vol.101(2), pp.295-306
- DOI
- 10.1021/acs.jchemed.3c00839
- ISSN
- 0021-9584
- eISSN
- 1938-1328
- Grant note
- DOI: 10.13039/100000001, name: National Science Foundation, award: DUE-IUSE 1914510, 1914813, and 1915047.
- Language
- English
- Electronic publication date
- 01/23/2024
- Date published
- 02/13/2024
- Academic Unit
- Chemistry
- Record Identifier
- 9984548570102771
Metrics
7 Record Views