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dc.contributor.authorFogarty, Ian
dc.contributor.authorGeelan, David
dc.contributor.authorMukherjee, Michelle
dc.date.accessioned2017-05-03T16:11:27Z
dc.date.available2017-05-03T16:11:27Z
dc.date.issued2012
dc.date.modified2013-03-12T22:31:28Z
dc.identifier.issn14496313
dc.identifier.urihttp://hdl.handle.net/10072/49449
dc.description.abstractFive Canadian high school Chemistry classes in one school, taught by three different teachers, studied the concepts of dynamic chemical equilibria and Le Chatelier's Principle. Some students received traditional teacher-led explanations of the concept first and used an interactive scientific visualisation second, while others worked with the visualisation first and received the teacher-led explanation second. Students completed a test of their conceptual understanding of the relevant concepts prior to instruction, after the first instructional session and at the end of instruction. Data on students' academic achievement (highest, middle or lowest third of the class on the mid-term exam) and gender were also collected to explore the relationship between these factors, conceptual development and instructional sequencing. Results show, within this context at least, that teaching sequence is not important in terms of students' conceptual learning gains.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent643498 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherAustralian Science Teachers Association
dc.publisher.placeAustralia
dc.publisher.uriHttp://asta.edu.au/resources/teachingscience
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom19
dc.relation.ispartofpageto23
dc.relation.ispartofissue3
dc.relation.ispartofjournalTeaching Science
dc.relation.ispartofvolume58
dc.rights.retentionY
dc.subject.fieldofresearchScience, Technology and Engineering Curriculum and Pedagogy
dc.subject.fieldofresearchOther Physical Sciences
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchcode130212
dc.subject.fieldofresearchcode0299
dc.subject.fieldofresearchcode1302
dc.titleDoes teaching sequence matter when teaching high school chemistry with scientific visualisations?
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.rights.copyright© 2012 Australian Science Teachers Association. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.date.issued2012
gro.hasfulltextFull Text
gro.griffith.authorGeelan, David


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