Literaturnachweis - Detailanzeige
| Autor/inn/en | Dong, Yuyang; Zheng, Shao-Liang |
|---|---|
| Titel | Resolving Space-Group-Choice Dilemma in Small-Molecule Crystallography for Chemistry Students Using Case-Based Learning Modules |
| Quelle | In: Journal of Chemical Education, 98 (2021) 10, S.3180-3188 (9 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Dong, Yuyang) ORCID (Zheng, Shao-Liang) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0021-9584 |
| DOI | 10.1021/acs.jchemed.1c00267 |
| Schlagwörter | Physical Sciences; Chemistry; Case Method (Teaching Technique); Science Instruction; College Science; Scientific Concepts; Misconceptions; Student Interests; College Students |
| Abstract | Despite advances in software development, symmetry-related topics are among the most important yet confusing concepts in crystallography training for chemistry students who routinely use small-molecule crystallography in their scientific study. The case-based learning approach is very effective in stimulating students' interests in self-exploring the course material and critically processing information to arrive at the most reasonable result. Learning modules such as applying concepts of the 17 two-dimensional space groups in Escher drawings and critically judging crystallography misconceptions can engage chemistry students and invoke their confidence in handling the crystal structures encountered in their research. (As Provided). |
| Anmerkungen | Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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