Reinterpretation of students' ideas when reasoning about particle model illustrations

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

A response to "Using animations in identifying general chemistry students' misconceptions and evaluating their knowledge transfer relating to particle position in physical changes" by Smith and Villarreal (2015).

Original languageEnglish
Pages (from-to)697-700
Number of pages4
JournalChemistry Education Research and Practice
Volume16
Issue number3
DOIs
StatePublished - 1 Jul 2015
Externally publishedYes

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