From Integrated Rate Laws to Integrating Rate Laws: Computation as a Conceptual Catalyst (Record no. 44540)
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| fixed length control field | 02132nam a22002777a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20231020123410.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 231020b ||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| ISSN | 0021-9584 |
| 037 ## - SOURCE OF ACQUISITION | |
| Source of stock number/acquisition | RIEBPL Library |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 540.7 |
| 100 ## - MAIN ENTRY--AUTHOR NAME | |
| Personal name | Andreas Haraldsrud and Tor Ole B. Odden |
| 245 ## - TITLE STATEMENT | |
| Title | From Integrated Rate Laws to Integrating Rate Laws: Computation as a Conceptual Catalyst |
| Remainder of title | (Journal Article) |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | USA |
| Name of publisher | :American Chemical Society |
| Year of publication | ,May 2023 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | 1739-1750p. |
| 490 ## - SERIES STATEMENT | |
| Series statement | American Chemical Society, Volume 100, Issue 5 |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | ***______{For Hard Copy, Please visit Library.}________*** |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Abstract-<br/><br/>When learning chemistry, students must learn to extract chemical information from mathematical expressions. However, chemistry students’ exposure to mathematics often comes primarily from pure mathematics courses, which can lead to knowledge fragmentation and potentially hinder their ability to use mathematics in chemistry. This study examines how computation can affect students’ blending of cognitive resources and their framing of mathematics in a chemical context. How students analytically and numerically interpret mathematical expressions in chemistry are examined through 14 individual clinical interviews with undergraduate chemistry students. The analysis was done by performing a thematic analysis of the interviews through a theoretical lens provided by the blended processing framework. This analysis reveals that computation and iterative thinking might serve as a catalyst for conceptual understanding and blending of cognitive resources. These findings suggest that we should evaluate how computational approaches could be leveraged to give students a better understanding of both mathematical models and the chemical concepts illustrated through these models.<br/><br/><br/><br/> |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | mathematics |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | computational chemistry |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | kinetics |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | physical chemistry |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | undergraduate |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | chemical education research |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://doi.org/10.1021/acs.jchemed.2c00881 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Periodicals |
| Lost status | Damaged status | Home library | Current library | Date acquired | Full call number | Koha item type |
|---|---|---|---|---|---|---|
| RIE BPL Library | RIE BPL Library | 20.10.2023 | 540.7 | Periodicals |