Kelly, Resa - San José State University

个人简介

B.A. Psychology, University of Notre Dame, 1990 B.A. Chemistry, University of Northern Iowa, 1992 M.A. Science Education, University of Northern Iowa, 2000 M.S. Chemistry, University of Northern Colorado, 2004 Ph.D. Chemical Education, University of Northern Colorado, 2005

研究领域

How animations of chemical processes affect student understanding. The development and design of animations. Teacher preparation and training.

近期论文

查看导师最新文章（温馨提示：请注意重名现象，建议点开原文通过作者单位确认）

Kelly, R.M. (2014) "Using variation theory with metacognitive monitoring to develop insights into how students learn from molecular visualizations." Journal of Chemical Education DOI: 10.1021/ed500182g. Publication date (Web) June 13, 2014. Kelly, R. (2013) "How a qualitative study with chemistry instructors informed atomic level animation design." Pedagogic Roles of Animations and Simulations in Chemistry Courses; Suits, J.; Sanger, M., Eds.; American Chemical Society: Washington, DC. Kelly, R. M., Barrera, J. H., & Mohamed, S. C. (2010) An Analysis of Undergraduate General Chemistry Students’ Explanations of the Submicroscopic Level of Precipitation Reactions. Journal of Chemical Education 87(1), 113-118. Publication date(Web): December 18, 2009. Bishop, M. & Kelly, R. (2009). Bound to fail: challenges faced in the design of molecular level visualizations (Paper 6) Committee on Computers in Chemical Education Newsletter Publication date(Web): December 7-9, 2009. Kelly, R. M. & Jones, L. L. (2008). Investigating students' ability to transfer ideas learned from molecular animations of the dissolution process. Journal of Chemical Education 85 (2), 303-309. Kelly, R. M. & Jones, L. L. (2007). Exploring how different features of animations of sodium chloride dissolution affect students' explanations. Journal of Science Education and Technology 16(5), 413-429. Kelly, R., Phelps, A., & Sanger, M. (2004) The effects of computer animation on students' conceptual understanding of a can-crushing demonstration at the macroscopic, microscopic, and symbolic levels. Chemical Educator 9(3) 184-189.