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https://doi.org/10.1021/ed078p1067
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Cite Journal: Journal of Chemical Education |  Publication Date: Aug 1, 2001 |
 Citations: 5 |
Affiliation: University of Michigan–Ann Arbor
Posing puzzles that challenged the imagination of students made lectures more lively and conveyed ideas in a way that made them stick with students longer than direct statements of fact and principle. Ten examples are presented, then explained in detail, showing wider implications.
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