Guided by cognitive, socio-cognitive, and socio-cultural learning theories, large-scale studies over multiple semesters, multiple instructors and at two different institutions have been performed in order to understand the factors that contribute to student performance in general organic chemistry. Students’ cognitive abilities were assessed in a new way based on a categorization of problem types in a standard organic chemistry curriculum. Problem types that required higher cognitive load were found to be more predictive of overall course performance.
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- Partial requirement for: Ph.D., Arizona State University, 2018Note typethesis
- Includes bibliographical referencesNote typebibliography
- Field of study: Chemistry