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Peer reviewed Peer reviewed
ERIC Number: EJ312727
Record Type: Journal
Publication Date: 1985
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
The Mole: Questioning Format Can Make a Difference.
Lazonby, John N.; And Others
Journal of Chemical Education, v62 n1 p60-61 Jan 1985
Two tests were administered to 652 students to investigate the effect of structuring questions about the mole. A third test was administered to see whether each step/operation was intrinsically difficult or if it was only difficult when part of a series of steps/operations. Findings are reported and discussed. (JN)
Descriptors: Academic Achievement, Chemistry, Science Education, Science Tests, Secondary Education, Secondary School Science, Test Format
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers; Researchers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Great Britain)
Grant or Contract Numbers: N/A
Author Affiliations: N/A