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Students' motivation to learn chemistry and science in general is a complex construct that it can be conceptualized and assessed in at least five different dimensions. Research shows that motivation interacts closely with cognition and subsequently influences science learning and the level of scientific literacy. In this work, we make an attempt to identify(More)
We argue that the acquisition of chemistry expertise requires considerable conceptual changes, which among other things involve a change from reliance on visual-spatial thinking to the employment of analytic strategies. We also argue that this shift in chemistry and specifically in knowledge about molecular structure is related to the acquisition of(More)
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