The Connected Chemistry Curriculum is backed by over a decade of research on the use of simulations in chemistry education, spatial reasoning, and visualization software. The CCC Team has published several reports and articles on the effectiveness and learning processes involved in learning with the CCC.
Research publications related to CCC’s effectiveness and activated learning processes:
Ainsworth, S., Stieff, M., DeSutter, D., Tytler, T., Prain, V., Panagiotopoulos, D., Wigmore, P., van Joolingen, W., Heijnes, J., Leenaars, F., & Puntambekar, S. (2016). Exploring the value of drawing in learning and assessment. In C. K. Looi, J. L. Polman, U. Cress, P. & Reimann (Eds.), Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Vol. 2 (pp. 1149-1151). Singapore: International Society of the Learning Sciences.
Chen, Y., Yim, R., Kogen, R., Superfine, A., & Stieff, M. (2020). Rethinking rater effects when using teacher observation protocols. Manuscript accepted for publication in the Proceedings of the 14th International Conference of the Learning Sciences (ICLS) 2020. Nashville, TN.
Cooper, M., Stieff, M., & DeSutter, D. (2017). Sketching the invisible to predict the visible: From drawing to modeling in chemistry. Topics in Cognitive Science, 9(4), 902-920.
Ryan, S., & Stieff, M. (2019). Drawing for assessing learning outcomes in chemistry. Journal of Chemical Education, 96(9), 1813-1820.
Snow, M., Stieff, M., & Spurgeon, S. (2022). Creating synergistic scaffolding between the tools of discourse and technology. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences – ICLS 2022 (pp. 1297-1300). International Society of the Learning Sciences.
Stieff, M. (2005). Connected Chemistry–A novel modeling environment for the chemistry classroom. Journal of Chemical Education, 82(3), 489-493.
Stieff, M. (2011). Fostering representational competence through argumentation with multi-representational displays. Proceedings of the 9th International Conference on Computer-Supported Collaborative Learning (Vol. 1, pp. 288-295). Mahwah, NJ: Erlbaum.
Stieff, M. (2011). Improving representational competence using multi-representational learning environments. Journal of Research in Science Teaching, 48(10), 1137-1158.
Stieff, M. (2015). Supporting the teaching and learning of chemistry with the Connected Chemistry Curriculum. Spectrum, 40(3), 1.
Stieff, M. (2019). Improving learning outcomes in secondary chemistry with visualization-supported inquiry activities. Journal of Chemical Education, 96(7), 1300-1307.
Stieff, M., & McCombs, M. (2006). Increasing representational fluency with visualization tools. Proceedings of the Seventh International Conference of the Learning Sciences (ICLS) (Vol.1, pp. 730-736). Mahwah, NJ: Erlbaum.
Stieff, M., & Superfine, A. C. (2016). Reforming the undergraduate STEM classroom experience. In C. K. Looi, J. L. Polman, U. Cress, P. & Reimann (Eds.), Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Vol. 2 (pp. 1149-1151). Singapore: International Society of the Learning Sciences.
Stieff, M., & Werner, S. (2021). Promoting science self-concept with inquiry-based curriculum. Proceedings of the 15th International Conference of the Learning Sciences (ICLS) 2021. Volume 1 (pp. 927-928). International Society of the Learning Sciences.
Stieff, M., & Wilensky, U. (2003). Connected Chemistry–Incorporating interactive simulations into the chemistry classroom. Journal of Science Education & Technology, 12(3), 285-302.
Stieff, M., Lira, M., & DeSutter, D. (2014). Representational competence & spatial thinking in STEM. Proceedings of the 12th International Conference of the Learning Sciences (ICLS 2014) (pp.987-991). ISLS: Boulder, CO.
Stieff, M., Scheiter, K., Ainsworth, S., Bohrmann-Linder, C., & Schall, M. (2018). Drawing for learning from dynamic visualizations in science. In J. Kay, & R. Luckin (Eds.), Rethinking Learning in the Digital Age, Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Vol. 2 (pp. 937-940). London: International Society of the Learning Sciences.
Stieff, M., Yip, J., & Ryu, M. (2013). Speaking across levels—Teacher and student discourse practices in the chemistry classroom. Chemistry Education Research & Practice, 14(4), 376-389.
Werner, S. M., Chen, Y., & Stieff, M. (2021). Examining the psychometric properties of the chemistry self-concept inventory for high school students. Journal of Chemical Education, 98(11), 3412-3420.
Funding Support
The CCC project has been supported by the following grants:
- 2010, Institute of Education Sciences, The Connected Chemistry Curriculum, R305A100992
- 2017, Institute of Education Sciences, Efficacy of the Connected Chemistry Curriculum, R305A170074