Mechanistic reasoning in the chemistry classroom
Do teachers need to rethink their explanations depending on their teaching context?
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.
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