Mechanistic reasoning in the chemistry classroom

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Abstract

We know that students often struggle to build cause and effect rationales while explaining mechanistic problems. Researchers have investigated whether these issues might stem from how their instructors explain causal relationships. Senior lecturer in pure and applied chemistry at the University of Strathclyde, Fraser Scott considers how the research findings can help secondary school chemistry teachers tailor their approach.

Keywords

  • mechanistic reasoning
  • chemistry
  • classroom
  • chemistry education
  • action and context-based research
  • asking scientific questions
  • developing teaching practice
  • education research
  • evaluating
  • making predictions

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