Cognitive Dissonance as an Instructional Tool for Understanding Chemical Representations

Published 2015 View Full Article

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Title
Cognitive Dissonance as an Instructional Tool for Understanding Chemical Representations
Authors
Keywords
Multiple representations, Conceptual understanding, Low prior knowledge learners, Cognitive dissonance, Chemistry education
Journal
Journal of Science Education and Technology
Volume 24, Issue 5, Pages 684-695
Publisher
Springer Nature
Online
2015-03-24
DOI
10.1007/s10956-015-9557-5
References
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