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Gotowe bibliografie tematyczne / Symbolic Chemistry Learning

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Gotowa bibliografia na temat „Symbolic Chemistry Learning”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Symbolic Chemistry Learning"

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Mujakir, Mujakir, Yenni Kurniawati, Safrijal Djamaluddin, and Nur Jahan Ahmad. "Design of Innovative Non-Routine Learning Strategies in Chemistry Learning." JTK (Jurnal Tadris Kimiya) 9, no. 2 (2024): 182–90. https://doi.org/10.15575/jtk.v9i2.38029.

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Traditional teaching methods in chemistry have been insufficient in helping students master problem-solving and conceptual understanding across the three levels of chemical representation: macroscopic, submicroscopic, and symbolic. Innovative strategies are needed to address these challenges and improve learning outcomes. This study evaluates the feasibility, practicality, and effectiveness of a non-routine learning strategy as an innovative approach to teaching chemistry. The research adopts the Gall and Gall Research and Development (R&D) model with a 3D design framework (Define, Design,

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Zielinski, Theresa Julia. "Learning That Prepares for More Learning: Symbolic Mathematics in Physical Chemistry." Journal of Chemical Education 81, no. 4 (2004): 605. http://dx.doi.org/10.1021/ed081p605.

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Rizal, Wiji, Tuszie Widhiyanti, and Novianti Islahiah. "Multi-representation Analysis of General Chemistry Books on Chemical Bonding Subject." Orbital: Jurnal Pendidikan Kimia 8, no. 1 (2024): 61–70. http://dx.doi.org/10.19109/ojpk.v8i1.21609.

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This research is a preliminary study that focuses on multi-representation analysis of the chemical bonding topic in three general chemistry of text books. The analysis was carried out to find out how concepts are explained based on the three levels of chemical representation, especially on ionic and covalent bonding, which are the basis for further research in developing intertextual-based learning strategies. Analysis was carried out at the macroscopic-symbolic and sub microscopic-symbolic levels usingmulti-representation analysis table that was adopted from Gkitzia et al., 201 for three gene

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Zulhendra, Zulhendra. "Learning Media of PPT-iSpring with Macroscopic, Submicroscopic and Symbolic Representations for Improvement of Chemistry Teacher Competency." Pelita Eksakta 5, no. 1 (2022): 23. http://dx.doi.org/10.24036/pelitaeksakta/vol5-iss1/166.

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Activities of Community service in scheme of Program Kemitrasaan Masyarakat (PKM) aim to improve the competence of high school and vocational high school chemistry teachers in Pariaman Regency in making PPT-iSpring learning media which have macroscopic, submicroscopic and symbolic level. PKM methods are lectures, demonstrations and workshops. The lecture method is used to convey ICT and internet terminology, three levels of chemistry representation and 21st century learning. The demonstration method is to download general chemistry e-books and chemistry learning videos and workshops for making

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Wang, Lu, Georgia Hodges, and Juyeon Lee. "Connecting Macroscopic, Molecular, and Symbolic Representations with Immersive Technologies in High School Chemistry: The Case of Redox Reactions." Education Sciences 12, no. 7 (2022): 428. http://dx.doi.org/10.3390/educsci12070428.

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Redox reaction is a difficult concept to teach and learn in chemistry courses at the secondary level. Although the significance of connecting macroscopic, molecular, and symbolic levels of representation has been emphasized in the chemistry education literature, most redox instruction involves only macroscopic and symbolic representations. To address this challenge, we designed a blended-reality immersive environment (BRE) model, which blends a traditional experiment with immersive technologies to make the molecular representations of redox reactions visible. The effectiveness of this model in

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Wicaksono, Anggit Grahito. "Johnstone's Levels of Representation in Science Learning." SPEKTRA: Jurnal Kajian Pendidikan Sains 8, no. 1 (2022): 19. http://dx.doi.org/10.32699/spektra.v8i1.224.

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Science education, beginning in elementary and junior high schools, should be able to meet the demand for grasping the notion of science. Junior high school science learning is an integrated science learning that comprises three branches, namely biology, physics, and chemistry. Understanding chemistry as a whole, which comprises three levels of representation, namely macroscopic, submicroscopic, and symbolic, is what learning chemistry entails. The purpose of this article is to review the literature on the three levels of representation theory and the relationship between the three levels of r

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Wicaksono, Anggit Grahito. "Johnstone's Levels of Representation in Science Learning." SPEKTRA: Jurnal Kajian Pendidikan Sains 8, no. 1 (2022): 19. http://dx.doi.org/10.32699/spektra.v8i1.224.

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Science education, beginning in elementary and junior high schools, should be able to meet the demand for grasping the notion of science. Junior high school science learning is an integrated science learning that comprises three branches, namely biology, physics, and chemistry. Understanding chemistry as a whole, which comprises three levels of representation, namely macroscopic, submicroscopic, and symbolic, is what learning chemistry entails. The purpose of this article is to review the literature on the three levels of representation theory and the relationship between the three levels of r

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Zielinski, Theresa Julia. "Using Symbolic Software to Facilitate Learning." Journal of Chemical Education 78, no. 2 (2001): 270. http://dx.doi.org/10.1021/ed078p270.

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Liu, Yu, and Keith S. Taber. "Analysing symbolic expressions in secondary school chemistry: their functions and implications for pedagogy." Chemistry Education Research and Practice 17, no. 3 (2016): 439–51. http://dx.doi.org/10.1039/c6rp00013d.

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Symbolic expressions are essential resources for producing knowledge, yet they are a source of learning difficulties in chemistry education. This study aims to employ social semiotics to analyse the symbolic representation of chemistry from two complementary perspectives, referred to here as contextual (i.e., historical) and functional. First, the contextual account demonstrates that symbolism was introduced to represent compounds according to their elemental composition, to quantify chemistry, and to explain reactivity. Further to this, the functional analysis shows that symbolic expressions

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Sanchez, Joje Mar P. "Integrated Macro-Micro-Symbolic Approach in Teaching Secondary Chemistry." KIMIKA 28, no. 2 (2017): 22–29. http://dx.doi.org/10.26534/kimika.v28i2.22-29.

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The purpose of this paper is to investigate the effectiveness of the Integrated Macro-Micro-Symbolic Approach (IMMSA) in teaching Chemistry to 10th graders of a secondary school in Cebu City, Philippines. A pre-post quasi-experimental design with control group was utilized to two groups of students, of which one was exposed to IMMSA and the other to conventional lecture method (CLM). Topics included in the experimentation proper were the five postulates of the Kinetic Molecular Theory of gases. Data gathered from the pre- and post-test tools were analyzed using t-tests, with a level of signifi

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Części książek na temat "Symbolic Chemistry Learning"

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Goss, Lisa M. "The Use of Active Learning and a Symbolic Math Program in a Flipped Physical Chemistry Course." In ACS Symposium Series. American Chemical Society, 2016. http://dx.doi.org/10.1021/bk-2016-1223.ch004.

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Glauer, Martin, Till Mossakowski, Fabian Neuhaus, Adel Memariani, and Janna Hastings. "Chapter 21. Neuro-Symbolic Semantic Learning for Chemistry." In Frontiers in Artificial Intelligence and Applications. IOS Press, 2023. http://dx.doi.org/10.3233/faia230153.

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Ontologies represent human domain expertise symbolically in a way that is accessible to human experts and suitable for a variety of applications. As a result, they are widely used in scientific research. A challenge for the neuro-symbolic field is how to use the knowledge encoded in ontologies together with sub-symbolic learning approaches. In this chapter we describe a general neuro-symbolic architecture for using knowledge from ontologies to improve the generalisability and accuracy of predictions of a deep neural network applied to chemical data. The architecture consists of a multi-layer n

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Donnelly-Hermosillo, Dermot, Libby Gerard, and Marcia C. Linn. "Designing Virtual Chemistry Visualizations Featuring Environmental Dilemmas to Promote Equitable Knowledge Integration." In Digital Learning and Teaching in Chemistry. The Royal Society of Chemistry, 2023. http://dx.doi.org/10.1039/9781839167942-00219.

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Chemistry instruction involves visualizing macroscopic, microscopic, and symbolic aspects of globally important scientific phenomena including climate change, energy storage, and air and water quality. Visualizations including virtual experiments offer opportunities for teachers to enhance secondary school students’ learning of chemistry. However, there are questions about how to effectively design visualizations and guide students’ use of virtual experiments, particularly in equitable and inclusive ways. This chapter uses environmental dilemmas to illustrate how the constructivist knowledge i

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Hilton, Annette, Kim Nichols, and Christina Gitsaki. "Multiliteracies in Secondary Chemistry." In Multiliteracies and Technology Enhanced Education. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-673-0.ch012.

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Digital technologies can play an important and significant role in improving students’ understanding and literacies (e.g., visual, digital, and critical literacies). To develop such multiliteracy skills, students need opportunities to process and communicate information or use specialised representations that characterise a subject area, often through multiple modalities. Digital technologies are important learning tools for helping students to interpret and communicate information multimodally. In chemistry, in particular, digital technologies are effective tools for supporting students’ unde

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Kiselyova, Nadezhda, Andrey Stolyarenko, Vladimir Ryazanov, Oleg Sen’ko, and Alexandr Dokukin. "Application of Machine Training Methods to Design of New Inorganic Compounds." In Diagnostic Test Approaches to Machine Learning and Commonsense Reasoning Systems. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1900-5.ch009.

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The review of applications of machine training methods to inorganic chemistry and materials science is presented. The possibility of searching for classification regularities in large arrays of chemical information with the use precedent-based recognition methods is discussed. The system for computer-assisted design of inorganic compounds, with an integrated complex of databases for the properties of inorganic substances and materials, a subsystem for the analysis of data, based on computer training (including symbolic pattern recognition methods), a knowledge base, a predictions base, and a m

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Griep, Mark A., and Marjorie L. Mikasen. "Chem 101: Learning by Doing." In ReAction! Oxford University Press, 2009. http://dx.doi.org/10.1093/oso/9780195326925.003.0012.

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This chapter stands at the midpoint of the “bright side” of this book. Its oppositional partner on the “dark side” is chapter 3 on chemical arsenals. Thus, education and war making present a core contrast in the uses of chemical knowledge in the movies. We have only to think of the closed world of Dr. Mabuse, symbolized so well by the writings in his notebook, as described in chapter 3. His inward, secret scribblings speak of outward, villainous purposes. In juxtaposition, the writing on the blackboards of this chapter’s movies is exposed; it is to be seen. This writing represents the open, co

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Sachyani, Dana, and Ilana Ronen. "Making Sense of a Biochemistry Learning Process and Teacher’s Empathy: Computer-Supported Collaborative Learning Using Emoji Symbols." In Empathy - Advanced Research and Applications [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.105927.

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Teaching biochemistry concepts can be a challenging task, as it requires learners and teachers to integrate abstract concepts from chemistry and biology. Students struggle to grasp the molecular processes, as they find it difficult to visualize them. Incorporating Information Communication Technology (ICT) implementations during lessons is known to encourage learners’ involvement in a collaborative learning process and is especially effective when training preservice teachers (PSTs). In the current study, we describe an example in which the teacher plays an important role in creating the Compu

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Streszczenia konferencji na temat "Symbolic Chemistry Learning"

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Zinakov, Maksim, and Sarapuu Tago. "VISUAL LITERACY AND SUFFICIENT CONTEXTUALIZATION ELEMENTS ARE PREREQUISITES FOR EFFECTIVENESS OF WEB-BASED LEARNING OBJECTS AS COGNITIVE TOOLS." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-007.

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INTRODUCTION Cognitive tools could be defined as computational applications that are designed to support, extend and enhance thinking processes (Elsayed & Qiu, 2006). Representations of different kinds are also supposed to reduce cognitive load of learners. The aim of an educational representation is about communicating a specific message from an expert to a novice. According to Jakobson’s communication model (1960), there are six factors of communication that are needed to occur: context, addresser, addressee, contact, common code, and message. Although the model was developed to describe

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Sedlar, Agneš R., Tamara N. Rončević, and Saša A. Horvat. "THE APPLICATION OF INTERACTIVE LEARNING TASKS MADE BY USING DIGITAL HYBRID ILLUSTRATIONS IN THE TOPIC "HYDROCARBONS" IN EIGHTH-GRADE ORGANIC CHEMISTRY CLASSES." In 5th International Baltic Symposium on Science and Technology Education. Scientia Socialis Press, 2023. http://dx.doi.org/10.33225/balticste/2023.210.

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The content of organic chemistry is closely related to our everyday life, to nature, and to the human body. Illustrations play a big role in the acquisition of the course material, especially if those help to make the interpretation of the textual content easier. Hybrid illustrations are made up of combinations of realistic images (photographs, drawings) with abstract conventional elements (symbols, models, chemical equations). This type of illustration fuses difficult-to-interpret symbols often found in chemistry with everyday images that bring students closer to the content. The following st

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