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RCDs provide information about the kinetics of the reaction, the mechanism by which the reaction occurs, and the relative thermodynamic stability of the molecules in a reaction. Previous research studies have characterized student thinking about chemical kinetics, including their confusion in distinguishing between kinetics and thermodynamics. Semi-structured interviews were conducted with 44 students enrolled in a second-semester, first-year undergraduate chemistry course to elicit students’ ideas about surface features of RCDs and to examine how students connect those surface features to features of particulate-level reaction mechanisms. Students were provided both a gas-phase reaction and its accompanying RCD, and then they were asked to choose the particulate-level reaction mechanism that best corresponded to both the reaction and the RCD from among several possible particulate-level reaction mechanisms. Students were asked to explain their reasoning throughout the interview. Findings include students who chose the correct mechanism with appropriate reasoning, as well as students who chose the correct mechanism yet still expressed inaccurate ideas related to the surface features of RCDs and the concepts encoded within them. Students struggled to explain and reason with surface features such as peaks, valleys, and peak height. Moreover, students frequently found it difficult to identify meaningful connections between these surface features, the stoichiometry of the reaction, and the steps in a reaction mechanism. In addition, many students failed to mention important features of RCDs when describing their reasoning about the connections between particulate-level reaction mechanisms and RCDs. 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Reaction coordinate diagrams are one tool that is widely used in organic chemistry classrooms to assist students with visualizing and explaining the energy changes that take place throughout a reaction. Thirty-six students enrolled in organic chemistry II participated in a qualitative study that used semi-structured interviews to investigate the extent to which students meaningfully extract and integrate information encoded in reaction coordinate diagrams. Results show that students have difficulties explaining the meanings of surface features such as peaks, valleys, peak height, and peak width. Analysis of students’ explanations resulted in four themes that describe students’ challenges with correctly interpreting the features of reaction coordinate diagrams. Students conflated transition states and intermediates, despite being able to recite definitions. Students described the chemical species encoded at points along the x-axis of the reaction coordinate diagrams, while largely ignoring the energies of the species encoded along the y-axis. Implications for teaching organic chemistry are discussed.", "publicationTitle": "Chemistry Education Research and Practice", "publisher": "The Royal Society of Chemistry", "place": "", "date": "2018-07-03", "volume": "19", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "919-931", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Chem. Educ. Res. 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THIS IS SOO GOOD.

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Should be referenced in paper, probably in the first two paragraphs under triplet relationship intro section?

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Though this particular paper focus on the TEACHING of RC skills.

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“In other words, mastery of chemical concepts is achieved in tandem with mastery of the visualizations used to represent and explain those concepts (Kozma and Russell, 2005).

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In other words, mastery of chemical concepts is achieved in tandem with mastery of the visualizations used to represent and explain those concepts (Kozma and Russell, 2005).

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These skills are at the heart of engagement in scientific practices and were recognized by the ACS Examinations Institute as one of ten anchoring concepts. Despite the important role that representational competence plays in student success in chemistry and the considerable number of investigations into students’ ability to reason with representations, very few studies have examined chemistry instructors’ approaches toward developing student representational competence. This study interviewed thirteen chemistry instructors from eleven different universities across the US about their intentions to develop, teach, and assess student representational competence skills. We found that most instructors do not aim to help students develop any representational competence skills. At the same time, participants’ descriptions of their instructional and assessment practices revealed that, without realizing it, most are likely to teach and assess several representational competence skills in their courses. A closer examination of these skills revealed a focus on lower-level representational competence skills (e.g., the ability to interpret and generate representations) and a lack of a focus on higher-level meta-representational competence skills (e.g., the ability to describe affordances and limitations of representations). Finally, some instructors reported self-awareness about their lack of knowledge about effective teaching about representations and the majority expressed a desire for professional development opportunities to learn about differences in how experts and novices conceptualize representations, about evidence-based practices for teaching about representations, and about how to assess student mastery of representational competence skills. This study holds clear implications for informing chemistry instructors’ professional development initiatives. Such training needs to help instructors take cognizance of relevant theories of learning (e.g., constructivism, dual-coding theory, information processing model, Johnstone's triangle), and the key factors affecting students’ ability to reason with representations, as well as foster awareness of representational competence skills and how to support students in learning with representations.", "publicationTitle": "Chemistry Education Research and Practice", "publisher": "The Royal Society of Chemistry", "place": "", "date": "2021-07-02", "volume": "22", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "733-748", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Chem. Educ. Res. 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It has served both as the base of theoretical frameworks that guide research in chemical education and as a central idea in various curriculum projects. However, this triplet relationship has been the subject of different adaptations and reinterpretations that sometimes lead to confusion and misunderstanding, which complicates the analysis of the triplet’s nature and scope. Thus, the central goal of this paper is to describe some of the existing views of the triplet relationship in chemistry and science education and critically analyse their underlying assumptions. We also propose a general structure of our chemistry knowledge intended to better situate the chemistry triplet in relationship with the different types, scales, dimensions, and approaches that seem to characterise such knowledge. 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It is based on a cognitive architecture that consists of a limited working memory, with partly independent processing units for visual and audio information, which interacts with an unlimited long-term memory. According to the theory, the limitations of working memory can be circumvented by coding multiple elements of information as one element in cognitive schemata, by automating rules, and by using more than one presentation modality. This special issue consists of six articles from four countries and three continents on the instructional implications of CLT. The articles cover presenting instructional techniques for increasing germane CL in studying worked examples (van Merriënboer, Schuurman, De Croock, & Paas), effects of example elaboration training on decreasing cognitive interference and overload (Stark, Mandl, Gruber, & Renkl), CLT-based instructional design when dealing with very high element interactivity material (Pollock, Chandler, & Sweller), effects of worked examples on CL in older learners (Van Gerven, Paas, & Schmidt), a cognitive theory of multimedia learning (Mayer & Moreno), and the use of external representations to help manage CL in Computer Supported Collaborative Learning environments (Van Bruggen, Kirschner, & Jochems).", "publicationTitle": "Learning and Instruction", "publisher": "", "place": "", "date": "February 1, 2002", "volume": "12", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "1-10", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Learning and Instruction", "DOI": "10.1016/S0959-4752(01)00014-7", "citationKey": "", "url": "http://www.sciencedirect.com/science/article/pii/S0959475201000147", "accessDate": "2020-07-23T18:32:15Z", "PMID": "", "PMCID": "", "ISSN": "0959-4752", "archive": "", "archiveLocation": "", "shortTitle": "Cognitive load theory", "language": "en", "libraryCatalog": "ScienceDirect", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "6BNDYM46" ], "relations": {}, "dateAdded": "2020-07-23T18:32:15Z", "dateModified": "2020-07-23T18:32:15Z" } }, { "key": "N5KXDT6J", "version": 2577, "library": { "type": "group", "id": 78527, "name": "Shorb Group", "links": { "alternate": { "href": "https://www.zotero.org/groups/shorb_group", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/78527/items/N5KXDT6J", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/shorb_group/items/N5KXDT6J", "type": "text/html" } }, "meta": { "createdByUser": { "id": 6643931, "username": "micchr", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/micchr", "type": "text/html" } } }, "lastModifiedByUser": { "id": 1892543, "username": "rmdriscoll", "name": "Rachel D.", "links": { "alternate": { "href": "https://www.zotero.org/rmdriscoll", "type": "text/html" } } }, "creatorSummary": "Miller", "parsedDate": "1956", "numChildren": 0 }, "data": { "key": "N5KXDT6J", "version": 2577, "itemType": "journalArticle", "title": "The magical number seven, plus or minus two: some limits on our capacity for processing information", "creators": [ { "creatorType": "author", "firstName": "George A.", "lastName": "Miller" } ], "abstractNote": "A variety of researches are examined from the standpoint of information theory. It is shown that the unaided observer is severely limited in terms of the amount of information he can receive, process, and remember. However, it is shown that by the use of various techniques, e.g., use of several stimulus dimensions, recoding, and various mnemonic devices, this informational bottleneck can be broken. 20 references. (PsycINFO Database Record (c) 2016 APA, all rights reserved)", "publicationTitle": "Psychological Review", "publisher": "American Psychological Association", "place": "", "date": "1956", "volume": "63", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "81-97", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1037/h0043158", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1939-1471(Electronic),0033-295X(Print)", "archive": "", "archiveLocation": "", "shortTitle": "The magical number seven, plus or minus two", "language": "", "libraryCatalog": "APA PsycNET", "callNumber": "", "rights": "", "extra": "Place: US", "tags": [ { "tag": "Cognitive Processes", "type": 1 }, { "tag": "Information Theory", "type": 1 } ], "collections": [ "6BNDYM46" ], "relations": {}, "dateAdded": "2020-07-23T18:30:35Z", "dateModified": "2020-07-23T18:30:35Z" } }, { "key": "AKWYVNC8", "version": 2577, "library": { "type": "group", "id": 78527, "name": "Shorb Group", "links": { "alternate": { "href": "https://www.zotero.org/groups/shorb_group", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/78527/items/AKWYVNC8", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/shorb_group/items/AKWYVNC8", "type": "text/html" } }, "meta": { "createdByUser": { "id": 6643931, "username": "micchr", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/micchr", "type": "text/html" } } }, "lastModifiedByUser": { "id": 1892543, "username": "rmdriscoll", "name": "Rachel D.", "links": { "alternate": { "href": "https://www.zotero.org/rmdriscoll", "type": "text/html" } } }, "creatorSummary": "Baddeley", "parsedDate": "1992-01-31", "numChildren": 1 }, "data": { "key": "AKWYVNC8", "version": 2577, "itemType": "journalArticle", "title": "Working memory", "creators": [ { "creatorType": "author", "firstName": "A.", "lastName": "Baddeley" } ], "abstractNote": "The term working memory refers to a brain system that provides temporary storage and manipulation of the information necessary for such complex cognitive tasks as language comprehension, learning, and reasoning. This definition has evolved from the concept of a unitary short-term memory system. Working memory has been found to require the simultaneous storage and processing of information. It can be divided into the following three subcomponents: (i) the central executive, which is assumed to be an attentional-controlling system, is important in skills such as chess playing and is particularly susceptible to the effects of Alzheimer's disease; and two slave systems, namely (ii) the visuospatial sketch pad, which manipulates visual images and (iii) the phonological loop, which stores and rehearses speech-based information and is necessary for the acquisition of both native and second-language vocabulary.", "publicationTitle": "Science", "publisher": "American Association for the Advancement of Science", "place": "", "date": "1992/01/31", "volume": "255", "issue": "5044", "section": "Articles", "partNumber": "", "partTitle": "", "pages": "556-559", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1126/science.1736359", "citationKey": "", "url": "https://science.sciencemag.org/content/255/5044/556", "accessDate": "2020-07-23T18:30:21Z", "PMID": "1736359", "PMCID": "", "ISSN": "0036-8075, 1095-9203", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "science.sciencemag.org", "callNumber": "", "rights": "© 1992", "extra": "", "tags": [], "collections": [ "6BNDYM46" ], "relations": {}, "dateAdded": "2020-07-23T18:30:21Z", "dateModified": "2020-07-23T18:30:21Z" } }, { "key": "FL574S42", "version": 2514, "library": { "type": "group", "id": 78527, "name": "Shorb Group", "links": { "alternate": { "href": "https://www.zotero.org/groups/shorb_group", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/78527/items/FL574S42", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/shorb_group/items/FL574S42", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/78527/items/AKWYVNC8", "type": "application/json" } }, "meta": { "createdByUser": { "id": 6643931, "username": "micchr", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/micchr", "type": "text/html" } } } }, "data": { "key": "FL574S42", "version": 2514, "parentItem": "AKWYVNC8", "itemType": "attachment", "linkMode": "linked_url", "title": "PubMed entry", "accessDate": "2020-07-23T18:30:21Z", "url": "http://www.ncbi.nlm.nih.gov/pubmed/1736359", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2020-07-23T18:30:21Z", "dateModified": "2020-07-23T18:30:21Z" } }, { "key": "JJEXILKH", "version": 2513, "library": { "type": "group", "id": 78527, "name": "Shorb Group", "links": { "alternate": { "href": "https://www.zotero.org/groups/shorb_group", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/78527/items/JJEXILKH", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/shorb_group/items/JJEXILKH", "type": "text/html" } }, "meta": { "createdByUser": { "id": 6643931, "username": "micchr", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/micchr", "type": "text/html" } } }, "creatorSummary": "Tsai et al.", "parsedDate": "2012-01-01", "numChildren": 0 }, "data": { "key": "JJEXILKH", "version": 2513, "itemType": "journalArticle", "title": "Visual attention for solving multiple-choice science problem: An eye-tracking analysis", "creators": [ { "creatorType": "author", "firstName": "Meng-Jung", "lastName": "Tsai" }, { "creatorType": "author", "firstName": "Huei-Tse", "lastName": "Hou" }, { "creatorType": "author", "firstName": "Meng-Lung", "lastName": "Lai" }, { "creatorType": "author", "firstName": "Wan-Yi", "lastName": "Liu" }, { "creatorType": "author", "firstName": "Fang-Ying", "lastName": "Yang" } ], "abstractNote": "This study employed an eye-tracking technique to examine students’ visual attention when solving a multiple-choice science problem. Six university students participated in a problem-solving task to predict occurrences of landslide hazards from four images representing four combinations of four factors. Participants’ responses and visual attention were recorded by an eye tracker. Participants were asked to think aloud during the entire task. A 4 (options) × 4 (factors) repeated measures design, two paired t-tests and effect sizes analyses were conducted to compare the fixation duration between chosen and rejected options and between relevant and irrelevant factors. Content analyses were performed to analyze participants’ responses and think aloud protocols and to examine individual’s Hot Zone image. Finally, sequential analysis on fixated LookZones was further utilized to compare the scan patterns between successful and unsuccessful problem solvers. The results showed that, while solving an image-based multiple-choice science problem, students, in general, paid more attention to chosen options than rejected alternatives, and spent more time inspecting relevant factors than irrelevant ones. Additionally, successful problem solvers focused more on relevant factors, while unsuccessful problem solvers experienced difficulties in decoding the problem, in recognizing the relevant factors, and in self-regulating of concentration. Future study can be done to examine the reliability and the usability of providing adaptive instructional scaffoldings for problem solving according to students’ visual attention allocations and transformations in a larger scale. Eye-tracking techniques are suggested to be used to deeply explore the cognitive process during e-learning and be applied to future online assessment systems.", "publicationTitle": "Computers & Education", "publisher": "", "place": "", "date": "January 1, 2012", "volume": "58", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "375-385", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Computers & Education", "DOI": "10.1016/j.compedu.2011.07.012", "citationKey": "", "url": "http://www.sciencedirect.com/science/article/pii/S0360131511001709", "accessDate": "2020-07-21T05:28:23Z", "PMID": "", "PMCID": "", "ISSN": "0360-1315", "archive": "", "archiveLocation": "", "shortTitle": "Visual attention for solving multiple-choice science problem", "language": "en", "libraryCatalog": "ScienceDirect", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Applications in subject areas", "type": 1 }, { "tag": "Evaluation methodology", "type": 1 }, { "tag": "Interdisciplinary projects", "type": 1 }, { "tag": "Media in education", "type": 1 }, { "tag": "Teaching/learning strategies", "type": 1 } ], "collections": [ "6BNDYM46" ], "relations": {}, "dateAdded": "2020-07-21T05:28:23Z", "dateModified": "2020-07-21T05:28:27Z" } }, { "key": "BVU36B8M", "version": 2512, "library": { "type": "group", "id": 78527, "name": "Shorb Group", "links": { "alternate": { "href": "https://www.zotero.org/groups/shorb_group", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/78527/items/BVU36B8M", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/shorb_group/items/BVU36B8M", "type": "text/html" } }, "meta": { "createdByUser": { "id": 6643931, "username": "micchr", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/micchr", "type": "text/html" } } }, "creatorSummary": "Kozma and Russell", "parsedDate": "1997", "numChildren": 0 }, "data": { "key": "BVU36B8M", "version": 2512, "itemType": "journalArticle", "title": "Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena", "creators": [ { "creatorType": "author", "firstName": "Robert B.", "lastName": "Kozma" }, { "creatorType": "author", "firstName": "Joel", "lastName": "Russell" } ], "abstractNote": "In two experiments, we examined how professional chemists (i.e., experts) and undergraduate chemistry students (i.e., novices) respond to a variety of chemistry representations (video segments, graphs, animations, and equations). In the first experiment, we provided subjects with a range of representations and asked them to group them together in any way that made sense to them. Both experts and novices created chemically meaningful groupings. Novices formed smaller groupings and more often used same-media representations. Experts used representations in multiple media to form larger groups. The reasons experts gave for their groupings were judged to be conceptual, while those of novices were judged to be based on surface features. In the second experiment, subjects were asked to transform a range of representations into specified alternative representations (e.g., given an equation and asked to draw a graph). Experts were better than novices in providing equivalent representations, particularly verbal descriptions for any given representation. We discuss the role that surface features of representations play in the understanding of chemistry, and we emphasize the importance of developing representational competence in chemistry students. We draw implications for the role that multiple representations—particularly linguistic ones—should play in chemistry curriculum, instruction, and assessment. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 949–968, 1997.", "publicationTitle": "Journal of Research in Science Teaching", "publisher": "", "place": "", "date": "1997", "volume": "34", "issue": "9", "section": "", "partNumber": "", "partTitle": "", "pages": "949-968", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1002/(SICI)1098-2736(199711)34:9<949::AID-TEA7>3.0.CO;2-U", "citationKey": "", "url": "https://onlinelibrary.wiley.com/doi/abs/10.1002/%28SICI%291098-2736%28199711%2934%3A9%3C949%3A%3AAID-TEA7%3E3.0.CO%3B2-U", "accessDate": "2020-07-21T04:46:25Z", "PMID": "", "PMCID": "", "ISSN": "1098-2736", "archive": "", "archiveLocation": "", "shortTitle": "Multimedia and understanding", "language": "en", "libraryCatalog": "Wiley Online Library", "callNumber": "", "rights": "Copyright © 1997 John Wiley & Sons, Inc.", "extra": "_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/%28SICI%291098-2736%28199711%2934%3A9%3C949%3A%3AAID-TEA7%3E3.0.CO%3B2-U", "tags": [], "collections": [ "6BNDYM46" ], "relations": {}, "dateAdded": "2020-07-21T04:46:25Z", "dateModified": "2020-07-21T04:46:25Z" } }, { "key": "JAWWGJ78", "version": 2510, "library": { "type": "group", "id": 78527, "name": "Shorb Group", "links": { "alternate": { "href": "https://www.zotero.org/groups/shorb_group", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/78527/items/JAWWGJ78", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/shorb_group/items/JAWWGJ78", "type": "text/html" } }, "meta": { "createdByUser": { "id": 6643927, "username": "ahempel", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/ahempel", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "JAWWGJ78", "version": 2510, "itemType": "webpage", "title": "The Development of Gender Differences in Spatial Reasoning: A Meta-Analytic Review", "creators": [], "abstractNote": "", "websiteTitle": "", "websiteType": "", "date": "", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "https://www.researchgate.net/profile/Jillian_Lauer/publication/330811027_The_Development_of_Gender_Differences_in_Spatial_Reasoning_A_Meta-Analytic_Review/links/5cb44a03a6fdcc1d4995a9ec/The-Development-of-Gender-Differences-in-Spatial-Reasoning-A-Meta-Analytic-Review.pdf", "accessDate": "2020-06-05T19:05:40Z", "shortTitle": "", "language": "", "rights": "", "extra": "", "tags": [], "collections": [ "F4PMZ6VC" ], "relations": {}, "dateAdded": "2020-06-05T19:05:40Z", "dateModified": "2020-06-10T18:12:23Z" } }, { "key": "VECCK62M", "version": 2507, "library": { "type": "group", "id": 78527, "name": "Shorb Group", "links": { "alternate": { "href": "https://www.zotero.org/groups/shorb_group", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/78527/items/VECCK62M", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/shorb_group/items/VECCK62M", "type": "text/html" } }, "meta": { "createdByUser": { "id": 6643927, "username": "ahempel", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/ahempel", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "VECCK62M", "version": 2507, "itemType": "webpage", "title": "Students’ mind wandering in macroscopic and submicroscopic textual narrations and its relationship with their reading comprehension", "creators": [], "abstractNote": "", "websiteTitle": "", "websiteType": "", "date": "", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "https://pubs.rsc.org/en/content/getauthorversionpdf/c5rp00052a", "accessDate": "2020-06-05T18:51:24Z", "shortTitle": "", "language": "", "rights": "", "extra": "", "tags": [], "collections": [ "F4PMZ6VC" ], "relations": {}, "dateAdded": "2020-06-05T18:51:24Z", "dateModified": "2020-06-10T18:10:38Z" } } ]