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Wu, M. Y. M., & Yezierski, E. J. (2023). Investigating Teacher-Teacher Feedback: Uncovering Useful Socio-pedagogical Norms for Reform-Based Chemistry Instruction. Journal of Chemical Education. 100(11), 4224-4236. DOI: 10.1021/acs.jchemed.3c00409.
Wu, M. Y. M., & Yezierski, E. J. (2023). Investigating the mangle of teaching oxidation-reduction with the VisChem approach: problematizing symbolic traditions that undermine chemistry concept development. Chemistry Education Research and Practice, 24(3), 807-827, DOI: 10.1039/D2RP00321J.
Wu, M. Y. M., & Yezierski, E. J. (2023). Secondary Chemistry Teacher Learning: Precursors for and Mechanisms of Pedagogical Conceptual Change. Chemistry Education Research and Practice, 24(1), 245-262. DOI: 10.1039/D2RP00160H.
Wu, M. Y. M., & Yezierski, E. J. (2022). Exploring Adaptations of the VisChem Approach: Advancements and Anchors toward Particle-Level Explanations. Journal of Chemical Education, 99(3), 1313-1325. DOI: 10.1021/acs.jchemed.1c01275
Wu, M. Y. M., & Yezierski, E. J. (2022). Pedagogical chemistry sensemaking: A novel conceptual framework to facilitate pedagogical sensemaking in model-based lesson planning. Chemistry Education Research and Practice, 23(2), 287-299. DOI: 10.1039/D1RP00282A
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