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Michael R. Abraham
University of Oklahoma
22Publications
13H-index
1,283Citations
Publications 22
Newest
Published on Jan 1, 2015
John I. Gelder1
Estimated H-index: 1
,
Michael R. Abraham13
Estimated H-index: 13
,
Thomas J. Greenbowe18
Estimated H-index: 18
Published on Oct 1, 2001in The Chemical Educator
Michael R. Abraham13
Estimated H-index: 13
(OU: University of Oklahoma),
John I. Gelder1
Estimated H-index: 1
(OSU: Oklahoma State University–Stillwater),
Kirk Haines1
Estimated H-index: 1
(OSU: Oklahoma State University–Stillwater)
This paper presents a new computer-based atomic level simulation of an ideal gas. The simulation is written in Java and is accessed by students through a Web browser. This software is used in conjunction with a written laboratory experiment developed within the framework of an inquiry instructional strategy. This molecular-level laboratory experiment is used in combination with a parallel macroscopic laboratory experiment. We hypothesize that students exposed to these kinds of parallel activitie...
Published on Oct 1, 2000in International Journal of Science Education 1.25
Edmund A. Marek16
Estimated H-index: 16
,
David M. Askey1
Estimated H-index: 1
,
Michael R. Abraham13
Estimated H-index: 13
Absences from school present a major obstacle to students' gaining understandings of concepts developed in class. Moreover, teachers' finding effective ways for students to make up missed work is a continual problem, especially for laboratory-based science classes. In an exploratory study, we investigated an alternative procedure for making up missed class work: viewing a quasi-interactive videotaped presentation of missed portions of a learning cycle in chemistry. Two treatment groups were invo...
Published on Apr 1, 1996in School Science and Mathematics
Mark S. Cracolice3
Estimated H-index: 3
(UM: University of Montana),
Michael R. Abraham13
Estimated H-index: 13
(OU: University of Oklahoma)
The purpose of this study was to investigate computer-assisted instruction and semi-programmed instruction as replacements for traditional recitation/discussion in general chemistry. Student performance on problem solving and student attitudes were investigated. The study also examined the effect of formal reasoning ability as a covariate. The data indicated that for simple exercises, all methods of teaching recitation/discussion sections were equally effective, but for more difficult exercises,...
Published on May 1, 1995in Journal of Research in Science Teaching 3.13
Vickie M. Williamson11
Estimated H-index: 11
(ISU: Illinois State University),
Michael R. Abraham13
Estimated H-index: 13
(OU: University of Oklahoma)
Modern chemistry concepts have the particulate nature of matter at their core. Chemists explain most phenomena in terms of atomic and molecular models. The lack of understanding of chemistry concepts may be linked to the students' inability to build complete mental models that visualize particulate behavior. With computer animation technology, dynamic and three-dimensional presentations are possible. This study explores the effect of computer animations depicting the particulate nature of matter...
Published on Feb 1, 1994in Journal of Research in Science Teaching 3.13
Michael R. Abraham13
Estimated H-index: 13
(OU: University of Oklahoma),
Vickie M. Williamson11
Estimated H-index: 11
(OU: University of Oklahoma),
Susan L. Westbrook9
Estimated H-index: 9
(NCSU: North Carolina State University)
A sample of 100 students from junior high school physical science, high school chemistry, and introductory college chemistry were examined for understanding of five chemistry concepts. The concepts addressed were chemical change, dissolution of a solid in water, conservation of atoms, periodicity, and phase change. The amount of experience with the concepts (grade level) and reasoning ability (developmental level) were examined as possible sources of variation in student understanding. Differenc...
Published on Feb 1, 1992in Journal of Research in Science Teaching 3.13
Michael R. Abraham13
Estimated H-index: 13
(OU: University of Oklahoma),
Eileen Bross Grzybowski2
Estimated H-index: 2
(OU: University of Oklahoma)
+ 1 AuthorsEdmund A. Marek16
Estimated H-index: 16
(OU: University of Oklahoma)
The research reported in this study was designed to answer three questions: (a) What misconceptions do eighth grade students have concerning the chemistry concepts from their textbooks. (b) How is reasoning ability related to misconceptions concerning chemistry concepts. (c) How effective are textbooks in teaching an understanding of chemistry concepts? Five chemistry concepts were used in the study: chemical change, dissolution, conservation of atoms, periodicity, and phase change. Problems con...
Published on Dec 1, 1991in Journal of Research in Science Teaching 3.13
Abdullateef H. Haidar1
Estimated H-index: 1
(Sana'a University),
Michael R. Abraham13
Estimated H-index: 13
(OU: University of Oklahoma)
This study compares 183 high school chemistry students' applied and theoretical knowledge of selected concepts based on the particulate theory. The concepts are dissolution, diffusion, effusion, and states of matter. A two-form instrument called the Physical Changes Concepts Test (PCCT) was developed for this study. The application form measures students' knowlege using everyday language. The theoretical form measures students' knowledge using scientific language. Students' formal reasoning abil...
Published on Jan 1, 1990in Journal of Research in Science Teaching 3.13
John W. Renner22
Estimated H-index: 22
(OU: University of Oklahoma),
Michael R. Abraham13
Estimated H-index: 13
(OU: University of Oklahoma)
+ 1 AuthorsEdmund A. Marek16
Estimated H-index: 16
(OU: University of Oklahoma)
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