2006 - Fellow of the American Association for the Advancement of Science (AAAS)
Melanie M. Cooper mainly investigates Mathematics education, Teaching method, Chemistry, Curriculum and Cooperative learning. Her research integrates issues of Higher education and Chemistry education in her study of Mathematics education. Her Chemistry education study incorporates themes from Learning environment, Science curriculum and Curriculum development.
Her Science instruction study, which is part of a larger body of work in Teaching method, is frequently linked to Chemical energy and Energy, bridging the gap between disciplines. Her Chemistry study integrates concerns from other disciplines, such as Concept learning, Construct and Science education. Melanie M. Cooper has researched Cooperative learning in several fields, including Social relation, Skills management and Component.
The scientist’s investigation covers issues in Chemistry, Mathematics education, Curriculum, Chemistry education and Engineering ethics. In her study, Task and Set is inextricably linked to Construct, which falls within the broad field of Chemistry. Her study in the field of Teaching method, Learning theory, Science education and Concept learning also crosses realms of Metacognition.
Her study involves Science instruction and Cooperative learning, a branch of Teaching method. Her Science instruction research incorporates themes from Computer-Assisted Instruction and Competence. Her work on Curriculum development as part of general Curriculum study is frequently connected to Organic chemistry, therefore bridging the gap between diverse disciplines of science and establishing a new relationship between them.
Her primary areas of investigation include Chemistry, Mathematics education, Curriculum, Learning theory and Teaching method. Her research integrates issues of Engineering ethics and Medical education in her study of Chemistry. Much of her study explores Mathematics education relationship to Engineering physics.
Her Curriculum study incorporates themes from Science instruction and Logical reasoning. Her Learning theory research is multidisciplinary, relying on both Constructivism, Science education, Sensemaking and Continuing education. Her Teaching method research focuses on Set and how it relates to Data science and Scope.
Her scientific interests lie mostly in Curriculum, Science instruction, Engineering ethics, Teaching method and Chemistry. The concepts of her Engineering ethics study are interwoven with issues in Chemistry education and Learning theory. Her work deals with themes such as Empiricism and Educational measurement, which intersect with Chemistry education.
Her research in Learning theory intersects with topics in Concept learning, Data science and Set. The Teaching method study combines topics in areas such as Science education and Scope. Her work on Chemistry curriculum as part of general Chemistry research is often related to Structure, thus linking different fields of science.
This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.
Cooperative Learning: An Approach for Large Enrollment Courses.
Melanie M. Cooper.
Journal of Chemical Education (1995)
Design and Validation of an Instrument To Assess Metacognitive Skillfulness in Chemistry Problem Solving
Melanie M. Cooper;Santiago Sandi-Urena.
Journal of Chemical Education (2009)
Lost in Lewis Structures: An Investigation of Student Difficulties in Developing Representational Competence
Melanie M. Cooper;Nathaniel Grove;Sonia M. Underwood;Michael W. Klymkowsky.
Journal of Chemical Education (2010)
An Assessment of the Effect of Collaborative Groups on Students' Problem-Solving Strategies and Abilities.
Melanie M. Cooper;Charles T. Cox;Minory Nammouz;Edward Case.
Journal of Chemical Education (2008)
Effect of cooperative problem-based lab instruction on metacognition and problem-solving skills
Santiago Sandi-Urena;Melanie M. Cooper;Ron Stevens.
Journal of Chemical Education (2012)
Chemistry, Life, the Universe, and Everything: A New Approach to General Chemistry, and a Model for Curriculum Reform
Melanie M. Cooper;Michael Klymkowsky.
Journal of Chemical Education (2013)
An investigation of college chemistry students' understanding of structure–property relationships
Melanie M. Cooper;Leah M. Corley;Sonia M. Underwood.
Journal of Research in Science Teaching (2013)
Enhancement of Metacognition Use and Awareness by Means of a Collaborative Intervention
Santiago Sandi-Urena;Melanie M. Cooper;Ron H. Stevens.
International Journal of Science Education (2011)
Reliable multi method assessment of metacognition use in chemistry problem solving
Melanie M. Cooper;Santiago Sandi-Urena;Ron Stevens.
Chemistry Education Research and Practice (2008)
Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol.
James T. Laverty;Sonia M. Underwood;Rebecca L. Matz;Lynmarie A. Posey.
PLOS ONE (2016)
Profile was last updated on December 6th, 2021.
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