All articles by David Read – Page 2
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Using student-generated animations to assess conceptions
Harness the power of PowerPoint when teaching molecular motion to identify misconceptions and help students better understand the sub-microscopic world
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5 tips for approaching formative assessment
Use these research-informed teaching tips to better uncover your classes’ core chemical thinking
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This is why you should teach metacognition explicitly
Research-based tips to ensure that metacognitive strategies become a life-long part of your students’ study skills
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Harness self-regulation to nurture independent study skills
Follow these tips to engage students with learning processes
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Making effective use of collaborative learning
Get group tasks right and boost student learning
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Research points the way to help teach Maxwell—Boltzmann distributions
How to avoid faulty knowledge application by students when teaching distributions of states
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Philosophical discussion promotes confidence in the classroom
How encouraging students to engage in philosophical dialogue can yield surprising results
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Choose chemical representations carefully
How the combination of representations you use impacts your students’ learning
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Which is best: practical or simulation?
Students interact with practicals and simulations differently, but does one approach come with better learning outcomes?
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Probing difficulties with quantum atomic models
What you can do to make grasping atomic representations easier
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Retaining knowledge from practicals
Research shows how a novel pedagogy aids the retention of learning over time
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Dunning-Kruger: the gap between prediction and performance
Improve expectations to improve learning