Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 1 |
Descriptor
| Chemistry | 1 |
| College Faculty | 1 |
| College Science | 1 |
| Familiarity | 1 |
| Foreign Countries | 1 |
| Misconceptions | 1 |
| Problem Solving | 1 |
| Protocol Analysis | 1 |
| Science Instruction | 1 |
| Scientific Concepts | 1 |
| Undergraduate Students | 1 |
| More ▼ | |
Source
| International Journal of… | 1 |
Author
| Ashkenazi, Guy | 1 |
| Rappoport, Lana T. | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Higher Education | 1 |
Audience
| Teachers | 1 |
Location
| Israel | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkRappoport, Lana T.; Ashkenazi, Guy – International Journal of Science Education, 2008
Chemical phenomena can be described using three representation modes: macro, submicro, and symbolic. The way students use and connect these modes when solving conceptual problems was studied, using a think-aloud interview protocol. The protocol was validated through interviews with six faculty members, and then applied to four graduate and six…
Descriptors: Protocol Analysis, Familiarity, Chemistry, Misconceptions
