Three levels of chemistry educational research

Chemistry Education Research and Practice

Volumn 14, Issue 2, 2013, Pages 151-155

  Taber, Keith S ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84876161567     PISSN: None     EISSN: 11094028     Source Type: Journal    
DOI: 10.1039/c3rp90003g     Document Type: Review

References (11)

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3. Duit R., (2009), Bibliography-Students' and Teachers' Conceptions and Science Education, Kiel: http://www.ipn.uni-kiel.de/aktuell/stcse/stcse.html
4. Johnstone A. H., (1982), Macro- and microchemsitry. [Notes and correspondence], Sch. Sci. Rev., 64 (227), 377-379
5. Pring R., (2000), Philosophy of Educational Research, London: Continuum
6. Smith J. P., diSessa A. A. and Roschelle J., (1993), Misconceptions reconceived: a constructivist analysis of knowledge in transition, J. Learn. Sci., 3 (2), 115-163
7. Taber K. S., (2009), Progressing science education: constructing the scientific research programme into the contingent nature of learning science, Dordrecht: Springer
8. Taber K. S., (2010), Straw men and false dichotomies: overcoming philosophical confusion in chemical education, J. Chem. Educ., 87 (5), 552-558
9. Taber K. S., (2012), Recognising quality in reports of chemistry education research and practice, Chem. Educ. Res. Pract., 13 (1), 4-7
10. Taber K. S., (2013), Revisiting the chemistry triplet: drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education, Chem. Educ. Res. Pract. 10.1039/C3RP00012E, this issue
11. Taber K. S. and García Franco A., (2010), Learning processes in chemistry: drawing upon cognitive resources to learn about the particulate structure of matter, J. Learn. Sci., 19 (1), 99-142