Chemistry Reference
In-Depth Information
20. Sopandi W (2004) Raumvorstellungsverm
€
ogen und Chemieverst
€
andnis im Chemieunterricht.
Schueling, Muenster
21. Schwoeppe C (2007) Das Raumvorstellungsverm
ogen von Muensteraner Schuelerinnen und
Schuelern der Jahrgangsstufen 5/6 im Hinblick auf chemische Inhalte. Schueling, Muenster
22. Temechegn E, Sileshi Y (2004) Concept cartoons as a strategy in learning, teaching and
assessment in chemistry. Addis Ababa, Ethiopia
23. Naylor S, Keogh B (2000) Concept cartoons and science education. Millgate, London
24. Barke H-D, Hazari A, Sileshi Y (2009) Misconceptions in chemistry. Springer, Heidelberg
25. Kosmos, (1985) Chemie-Praktikum All-Chemist. Franckh, Stuttgart
26. Fladt R et al (1975) Unterrichtseinheit Eisen und Stahl. Klett, Stuttgart
27. Engler R (1996)
¨
kologie. Theoretische Grundlagen und Versuchemit demUmwelt-Messkoffer.
Hurth, Leybold
28. Aquamerck, Kompaktlabor fuer die Aquaristik, Sauerstoff-Test. Darmstadt, Merck
€
Further Readings
Dale E (1969) Audiovisual methods in teaching. New York, 3rd edn. The Dryden Press, Holt,
Rinehart and Winston
Elizabeth H (1990) The students laboratory and science curriculum. Mackays of Chatham, UK
Kozma RB (2000) The use of multiple representations and the social construction of understanding
in chemistry. In: Kozma MJR (ed) Innovations in science and mathematics education: advance
designs for technologies of learning. Erlbaum, Mahwah, NJ
Mayer RE (1989) Systematic thinking fostered by illustrations in scientific text. J Educ Psychol
81:240-246
Mayer RE, Gallini JK (1990) When is an illustration worth ten thousand words? J Educ Psychol
82:715-726
Mayer RE, Sims VK (1994) For whom is a picture worth a thousand words? Extensions of a dual
coding theory of multimedia learning. J Educ Psychol 86:389-401
Peeck J (1993) Increasing picture effects in learning from illustrated text. Learn Instruct
3:227-238
Russell JW, Kozma RB, Jones T, Wykoff J, Marx N, Davis J (1997) Use of simultaneous
synchronized macroscopic, microscopic, and symbolic representations to enhance the teaching
and learning of chemical concepts. J Chem Educ 74(3):330-334
Sadoski M (2001) Resolving the effects of concreteness on interest, comprehension, and learning
important ideas from text. Educ Psychol Rev 13:263-281
Sanger MJ (2000) Using particulate drawings to determine and improve students' conceptions of
pure substances and mixtures. J Chem Educ 77(6):762-766
Tasker RF, Bucat R, Sleet R, Chia W (1996) The VisChem Project: visualising chemistry with
multimedia. Chem Aust 63:395-397
Tasker R, Dalton R (2006) Research into practice: visualization of the molecular world using
animations. Chem Educ Res Pract 7(2):141-159
Treagust DF, Chittlebouropugh G, Mamiala TL (2003) The role of submicroscopic and symbolic
representations in chemical explanations. Int J Sci Educ 25(11):1353-1368
Williamson VM, Abraham MR (1995) The effects of computer animation on the particulate
mental models of College chemistry students. J Res Sci Teach 32(5):521-534
Wu H-K, Krajcik JS, Soloway E (2001) Promoting understanding of chemical representations:
student's use of a visualization tool in the classroom. J Res Sci Teach 38(7):821-842
