Concept learning versus problem solving: Is there a difference?

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Cite
Nurrenbern, Susan C., and Miles Pickering. “Concept Learning Versus Problem Solving: Is There a Difference?”. Journal of Chemical Education, vol. 64, no. 6, 1987, p. 508, https://doi.org/10.1021/ed064p508.
Nurrenbern, S. C., & Pickering, M. (1987). Concept learning versus problem solving: Is there a difference?. Journal of Chemical Education, 64(6), 508. https://doi.org/10.1021/ed064p508
Nurrenbern, Susan C., and Miles Pickering. “Concept Learning Versus Problem Solving: Is There a Difference?”. Journal of Chemical Education 64, no. 6 (1987): 508. https://doi.org/10.1021/ed064p508.
Nurrenbern SC, Pickering M. Concept learning versus problem solving: Is there a difference?. Journal of Chemical Education. 1987;64(6):508.
Journal Categories
Education
Education (General)
Science
Chemistry
Science
Chemistry
General
Including alchemy
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Citations Analysis
Category Category Repetition
Education: Education (General)105
Education: Theory and practice of education92
Education85
Social Sciences79
Science: Chemistry: General. Including alchemy62
Science: Chemistry59
Education: Special aspects of education9
Science: Physics8
Science: Biology (General)3
Science: Science (General)2
Science: Chemistry: Organic chemistry: Biochemistry1
Philosophy. Psychology. Religion: Philosophy (General)1
Science: Mathematics: Instruments and machines: Electronic computers. Computer science1
Philosophy. Psychology. Religion: Psychology1
Medicine: Internal medicine: Neurosciences. Biological psychiatry. Neuropsychiatry: Neurology. Diseases of the nervous system: Psychiatry1
Language and Literature: Philology. Linguistics: Communication. Mass media1
Science1
Technology1
The category Education: Education (General) 105 is the most commonly referenced area in studies that cite this article. The first research to cite this article was titled The particulate theory of matter for preservice elementary teachers and was published in 1992. The most recent citation comes from a 2024 study titled Generating an Evidence-Based Guide to Scaffolding Sodium Chloride Dissolution Using the VisChem Approach. This article reached its peak citation in 2019, with 14 citations. It has been cited in 54 different journals, 18% of which are open access. Among related journals, the Journal of Chemical Education cited this research the most, with 53 citations. The chart below illustrates the annual citation trends for this article.
Citations used this article by year