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Student Reasoning Strategies Concerning Periodic Trends
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Student Reasoning Strategies Concerning Periodic Trends. |
| 개인저자 | Shenk, Lynne M. |
| 단체저자명 | University of Minnesota. Education, Curriculum and Instruction. |
| 발행사항 | [S.l.]: University of Minnesota., 2018. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2018. |
| 형태사항 | 212 p. |
| 기본자료 저록 | Dissertation Abstracts International 79-12A(E). Dissertation Abstract International |
| ISBN | 9780438168336 |
| 학위논문주기 | Thesis (Ph.D.)--University of Minnesota, 2018. |
| 일반주기 |
Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Adviser: Gillian H. Roehrig. |
| 요약 | The periodic table is recognized as one of the most powerful tools in science. While it is included in virtually all high school and undergraduate general chemistry curricula, it remains a mystery to many chemistry students who find it impossibl |
| 요약 | This study investigated student reasoning strategies used to explain periodic trends in atomic and ionic radius, ionization energy, electronegativity, and reactivity. A theoretical framework of scientific reasoning, as it applied to qualitative |
| 요약 | The findings suggested that student understanding in the domain of electrostatic forces had the greatest influence on the type of reasoning strategies used. Those students with adequate understanding of electrostatic forces had more resources wi |
| 일반주제명 | Science education. Chemistry. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
