I, Cognitive and instructional factors relating to students' development of personal models of chemical systems in the general chemistry laboratory. II, Solvation in supercritical carbon dioxide/ethanol mixtures studied by molecular dynamics simulation
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Part I. Students' participation in inquiry-based chemistry laboratory curricula, and, in particular, engagement with key thinking processes in conjunction with these experiences, is linked with success at the difficult task of "transfer" - applying their knowledge in new contexts to solve unfamiliar types of problems. We investigate factors related to classroom experiences, student metacognition, and instructor feedback that may affect students' engagement in key aspects of the Model-Observe-Reflect-Explain (MORE) laboratory curriculum - production of written molecular-level models of chemical ...