000			02132nam a22002777a 4500
005			20231020123410.0
008			231020b ||||| |||| 00| 0 eng d
022			_a0021-9584
037			_bRIEBPL Library
082			_a540.7
100			_a Andreas Haraldsrud and Tor Ole B. Odden
245			_a From Integrated Rate Laws to Integrating Rate Laws: Computation as a Conceptual Catalyst _b (Journal Article)
260			_aUSA _b:American Chemical Society _c,May 2023
300			_a 1739-1750p.
490			_aAmerican Chemical Society, Volume 100, Issue 5
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract- 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.
650			_a mathematics
650			_a computational chemistry
650			_a kinetics
650			_aphysical chemistry
650			_aundergraduate
650			_achemical education research
856			_uhttps://doi.org/10.1021/acs.jchemed.2c00881
942			_cPER
999			_c44540 _d44539