The Picture Is Not the Point: Toward Using Representations as Models for Making Sense of Phenomena (Record no. 44644)
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| fixed length control field | 02227nam a22002657a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20231030112046.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 231030b ||||| |||| 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 | Ryan L. Stowe and Brian J. Esselman |
| 245 ## - TITLE STATEMENT | |
| Title | The Picture Is Not the Point: Toward Using Representations as Models for Making Sense of Phenomena |
| Remainder of title | (Journal Article) |
| Statement of responsibility, etc | |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | Washington, United States |
| Name of publisher | :American Chemical Society |
| Year of publication | ,January 10, 2023 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | 15-21 p. |
| 490 ## - SERIES STATEMENT | |
| Series statement | American Chemical Society, Volume 100, Issue 1 |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | ***______{For Hard Copy, Please visit Library.}________*** |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Abstract-<br/><br/> Organic chemistry students are routinely bombarded with an array of specialized representations (e.g., electron-pushing mechanisms, Newman projections, chair conformations). For practicing chemists, the purpose of representing aspects of a system is to enable prediction or explanation of phenomena. For students, the purpose of drawing and translating between representations is often much less clear. Commonly, “draw the thing” is treated as the end-goal of instruction and assessment. We agree with a chorus of science education scholars that learning science should not be materially different from doing science. With respect to representations, that means that students should use representations for the purpose of attending to and visualizing the components of a system salient to a productive explanation or prediction. Here, we encourage the community to reflect on how and why representations are integrated into their organic chemistry courses. Are drawing and translating between representations treated as ends unto themselves, or are they part of an ensemble of activities directed at understanding why phenomena unfold as they do? We are hopeful that the conversations this commentary provokes help us move toward using representations as models for sensemaking.<br/><br/><br/><br/><br/> |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | Amides, |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | Energy, |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | Organic chemistry, |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | Students, |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | Testing and assessment |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.2c00464 |
| 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 | 30.10.2023 | 540.7 | Periodicals |