MARC details
| 000 -LEADER |
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| fixed length control field |
02903nam a22002417a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
ZW-GwMSU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20221103155615.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
221103b |||||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
MSU |
| Transcribing agency |
MSU |
| Description conventions |
rda |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Padalkar, Shamin |
| Relator term |
author |
| 245 ## - TITLE STATEMENT |
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| Title |
Models as feedback: Developing representational competence in chemistry. |
| Statement of responsibility, etc. |
created by Shamin Padalkar & Hegarty, M |
| 264 ## - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
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| Place of production, publication, distribution, manufacture |
California |
| Name of producer, publisher, distributor, manufacturer |
American Psychological Association |
| Date of production, publication, distribution, manufacture, or copyright notice |
2014 |
| 336 ## - CONTENT TYPE |
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| Source |
rdacontent |
| Content type term |
text |
| Content type code |
txt |
| 337 ## - MEDIA TYPE |
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| Source |
rdamedia |
| Media type term |
unmediated |
| Media type code |
n |
| 338 ## - CARRIER TYPE |
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| Source |
rdacarrier |
| Carrier type term |
volume |
| Carrier type code |
nc |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Volume/sequential designation |
Volume , number , |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
[Correction Notice: An Erratum for this article was reported in Vol 107(2) of Journal of Educational Psychology (see record 2015-16952-001). The affiliation of Shamin Padalkar was incorrectly listed in the author note as the Inter-University Centre for Astronomy and Astrophysics (IUCAA). Dr. Padalkar is now a freelance consultant. Dr. Padalkar’s contact information as it appears in the author note otherwise remains the same.] Spatial information in science is often expressed through representations such as diagrams and models. Learning the strengths and limitations of these representations and how to relate them are important aspects of developing scientific understanding, referred to as representational competence. Diagram translation is particularly challenging for students in organic chemistry, and although concrete models greatly help in solving diagram translation problems, most students do not use models spontaneously. In 2 experiments, we examined the effectiveness of instructional interventions for teaching diagram translation using models. In Experiment 1, students drew diagrams and checked their accuracy by attempting to match concrete models to their solutions (model-based feedback). The instruction helped students in the experimental group to identify their mistakes, understand the usefulness of concrete models, and led to large improvements in performance, compared with a control group. To examine whether feedback, the opportunity to match models, or both was the critical aspect of the intervention, in Experiment 2, 1 group was provided only verbal feedback (by a tutor) and another group matched diagrams and concrete models, but not in the context of receiving an evaluation of their pretest performance. Feedback alone did not improve performance relative to a control group, but the opportunity to match models and diagrams improved performance relative to control. The results indicate that using models as feedback is an effective way of training representational competence in the domain of organic chemistry and more generally in science, technology, engineering, and mathematics disciplines. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
spatial tools |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
feedback |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
chemistry education |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
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| Uniform Resource Identifier |
https://doi.org/10.1037/a0037516 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Journal Article |