| The effect of math SAT on women's chemistry competency beliefs |
15 |
| Evaluating student motivation in organic chemistry courses: moving from a lecture-based to a flipped approach with peer-led team learning |
13 |
| y Undergraduate recognition of curriculum-related skill development and the skills employers are seeking |
12 |
| Resolving the complexity of organic chemistry students' reasoning through the lens of a mechanistic framework |
12 |
| Improving general chemistry performance through a growth mindset intervention: selective effects on underrepresented minorities |
11 |
| This mechanistic step is productive: organic chemistry students' backward-oriented reasoning |
11 |
| Covariational reasoning and mathematical narratives: investigating students' understanding of graphs in chemical kinetics |
9 |
| A comparison of online and traditional chemistry lecture and lab |
8 |
| Inquiry and industry inspired laboratories: the impact on students' perceptions of skill development and engagements |
8 |
| Flipped classroom use in chemistry education: results from a survey of postsecondary faculty members |
7 |
| Patterns of reactions: a card sort task to investigate students' organization of organic chemistry reactions |
7 |
| Chemistry topics posing incommensurate difficulty to students with low math aptitude scores |
7 |
| The effect of motivation on the choice of chemistry in secondary schools: adaptation and validation of the Science Motivation Questionnaire II to Spanish students |
7 |
| Organic chemistry students' interpretations of the surface features of reaction coordinate diagrams |
6 |
| Teaching assistants' topic-specific pedagogical content knowledge in H-1 NMR spectroscopy |
6 |
| Organic chemistry students' challenges with coherence formation between reactions and reaction coordinate diagrams |
6 |
| Using a multi-tier diagnostic test to explore the nature of students' alternative conceptions on reaction kinetics |
6 |
| Relating motivation and student outcomes in general organic chemistry |
6 |
| Using a mechanistic framework to characterise chemistry students' reasoning in written explanations |
6 |
| The characterization of cognitive processes involved in chemical kinetics using a blended processing framework |
6 |
| Progressions in reasoning about structure-property relationships |
6 |
| A novel qualitative method to improve access, elicitation, and sample diversification for enhanced transferability applied to studying chemistry outreach |
5 |
| 'What do you think the aims of doing a practical chemistry course are?' A comparison of the views of students and teaching staff across three universities |
5 |
| Investigating the viability of a competency-based, qualitative laboratory assessment model in first-year undergraduate chemistry |
5 |
| Evaluation of the influence of wording changes and course type on motivation instrument functioning in chemistry |
5 |
| Evaluating students' abilities to construct mathematical models from data using latent class analysis |
5 |
| University chemistry students' interpretations of multiple representations of the helium atom |
5 |
| Investigation of the role of writing-to-learn in promoting student understanding of light-matter interactions |
5 |
| A new approach to supplementary instruction narrows achievement and affect gaps for underrepresented minorities, first-generation students, and women |
5 |
| We don't get any training: the impact of a professional development model on teaching practices of chemistry and biology graduate teaching assistants |
4 |
| Undergraduate chemistry students' misconceptions about reaction coordinate diagrams |
4 |
| An explanative basis for the differential performance of students with low math aptitude in general chemistry |
4 |
| An exploratory study of teaching assistants' motivation for inquiry-based teaching in an undergraduate laboratory context |
4 |
| Productive features of problem solving in chemical kinetics: more than just algorithmic manipulation of variables |
4 |
| Investigating student and staff perceptions of students' experiences in teaching laboratories through the lens of meaningful learning |
4 |
| Structured learning environments are required to promote equitable participation |
4 |
| TMI (Too much information)! Effects of given information on organic chemistry students' approaches to solving mechanism tasks |
4 |
| Online pre-laboratory tools for first-year undergraduate chemistry course in Uruguay: student preferences and implications on student performance |
4 |
| An examination of students' perceptions of the Kekule resonance representation using a perceptual learning theory lens |
4 |
| Explicit versus implicit similarity - exploring relational conceptual understanding in organic chemistry |
4 |
| Upper-division chemistry students' navigation and use of quantum chemical models |
4 |
| Development and use of a multiple-choice item writing flaws evaluation instrument in the context of general chemistry |
4 |
| Explaining secondary school students' attitudes towards chemistry in Chile |
4 |
| Developing an understanding of undergraduate student interactions in chemistry laboratories |
4 |
| Partial least squares structural equation modeling of chemistry attitude in introductory college chemistry |
4 |
| Constraints on organic chemistry students' reasoning during IR and H-1 NMR spectral interpretation |
3 |
| Low-achieving students' attitudes towards learning chemistry and chemistry teaching methods |
3 |
| Assessing assessment: in pursuit of meaningful learning |
3 |
| Fusing a reversed and informal learning scheme and space: student perceptions of active learning in physical chemistry |
3 |
| Analysing the impact of a discussion-oriented curriculum on first-year general chemistry students' conceptions of relative acidity |
3 |
