Mechanistic reasoning in the chemistry classroom

Scott, Fraser (2022) Mechanistic reasoning in the chemistry classroom. Education in Chemistry. ISSN 0013-1350 (https://edu.rsc.org/education-research/mechanistic...)

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Abstract

We know that students often struggle to build cause and effect rationales while explaining mechanistic problems. Researchers have investigated whether these issues might stem from how their instructors explain causal relationships. Senior lecturer in pure and applied chemistry at the University of Strathclyde, Fraser Scott considers how the research findings can help secondary school chemistry teachers tailor their approach.

ORCID iDs

Scott, Fraser ORCID: https://orcid.org/0000-0003-0229-3698

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• Item metadata

  Item type:	Article
  ID code:	81017
  Dates:	Date Event 3 February 2022 Published 1 February 2022 Accepted
  Subjects:	Science > Chemistry Education
  Department:	Faculty of Science > Pure and Applied Chemistry
  Depositing user:	Pure Administrator
  Date deposited:	09 Jun 2022 15:37
  Last modified:	11 Nov 2024 16:00
  URI:	https://strathprints.strath.ac.uk/id/eprint/81017