How Do Inorganic Students Represent Molecular Orbitals? A Multi-Institutional Study from the Foundation-Level Inorganic Chemistry Course-Reference-Cited by-同舟云学术

How Do Inorganic Students Represent Molecular Orbitals? A Multi-Institutional Study from the Foundation-Level Inorganic Chemistry Course

Published:2024-01-23 Issue:2 Volume:101 Page:456-466
ISSN:0021-9584
Container-title:Journal of Chemical Education
language:en
Short-container-title:J. Chem. Educ.

Author:

Reisner Barbara A.¹^ORCID,Kinkaid Melissa M.¹,Pratt Justin M.²^ORCID,Bentley Anne K.³^ORCID,Stewart Joanne L.⁴^ORCID,Smith Sheila R.⁵^ORCID,Raker Jeffrey R.⁶^ORCID,Lin Shirley⁷^ORCID

Affiliation:

1. Department of Chemistry & Biochemistry, James Madison University, Harrisonburg, Virginia 22807, United States

2. Department of Chemistry, University of Rhode Island, Kingston, Rhode Island 02881, United States

3. Department of Chemistry, Lewis & Clark College, Portland, Oregon 97219, United States

4. Department of Chemistry, Hope College, Holland, Michigan 49423, United States

5. Department of Natural Sciences, University of Michigan─Dearborn, Dearborn, Michigan 48128, United States

6. Department of Chemistry, University of South Florida, Tampa, Florida 33620, United States

7. Department of Chemistry, United States Naval Academy, Annapolis, Maryland 21402, United States

Funder

National Science Foundation

James Madison University Program of Grants for Faculty Assistance

Publisher

American Chemical Society (ACS)

Link

https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.3c00823

Reference54 articles.

1. The ACS Exams Institute Undergraduate Chemistry Anchoring Concepts Content Map III: Inorganic Chemistry

2. Foundation Coursework in Undergraduate Inorganic Chemistry: Results from a National Survey of Inorganic Chemistry Faculty

3. Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math

4. Chemistry Education Research—From Personal Empiricism to Evidence, Theory, and Informed Practice

5. Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom