-
1
-
-
84989040110
-
A cross-age study of the understanding of five chemistry concepts
-
Abraham M. R., Williamson V. M. and Westbrook S. L., (1994), A cross-age study of the understanding of five chemistry concepts, J. Res. Sci. Teach., 31, 147-165
-
(1994)
J. Res. Sci. Teach.
, vol.31
, pp. 147-165
-
-
Abraham, M.R.1
Williamson, V.M.2
Westbrook, S.L.3
-
2
-
-
0003926154
-
-
Project 2061, New York: Oxford University Press
-
American Association for the Advancement of Science, AAAS, (1993), Benchmarks for Science Literacy, Project 2061, New York: Oxford University Press
-
(1993)
Benchmarks for Science Literacy
-
-
-
3
-
-
2142842229
-
Effectiveness of multimedia-based instruction that emphasizes representations on students' understanding of chemical change
-
Ardac D. and Akaygun S., (2004), Effectiveness of multimedia-based instruction that emphasizes representations on students' understanding of chemical change, J. Res. Sci. Teach., 41 (4), 317-337
-
(2004)
J. Res. Sci. Teach.
, vol.41
, Issue.4
, pp. 317-337
-
-
Ardac, D.1
Akaygun, S.2
-
4
-
-
84872589223
-
Reasoning using particulate nature of matter: An example of a sociochemical norm in a university-level physical chemistry class
-
Becker N., Rasmussen C., Sweeney G., Wawro M., Towns M. and Cole R., (2013), Reasoning using particulate nature of matter: An example of a sociochemical norm in a university-level physical chemistry class, Chem. Educ. Res. Pract., 14, 81-94
-
(2013)
Chem. Educ. Res. Pract.
, vol.14
, pp. 81-94
-
-
Becker, N.1
Rasmussen, C.2
Sweeney, G.3
Wawro, M.4
Towns, M.5
Cole, R.6
-
5
-
-
80053554586
-
Explaining variation in how classroom communities adapt the practice of scientific argumentation
-
Berland L. K., (2011), Explaining variation in how classroom communities adapt the practice of scientific argumentation, J. Learn. Sci., 20, 625-664
-
(2011)
J. Learn. Sci.
, vol.20
, pp. 625-664
-
-
Berland, L.K.1
-
6
-
-
79958131035
-
Do haptic representations help complex molecular learning?
-
Bivall P., Ainsworth S., Tibell L., (2011), Do haptic representations help complex molecular learning? Sci. Educ., 95, 700-719
-
(2011)
Sci. Educ.
, vol.95
, pp. 700-719
-
-
Bivall, P.1
Ainsworth, S.2
Tibell, L.3
-
9
-
-
84856523920
-
Evidence for effectiveness of inquiry-based, particulate-level instruction on conceptions of the particulate nature of matter
-
Bridle C. and Yezierski E., (2012), Evidence for effectiveness of inquiry-based, particulate-level instruction on conceptions of the particulate nature of matter, J. Chem. Educ., 89, 192-198
-
(2012)
J. Chem. Educ.
, vol.89
, pp. 192-198
-
-
Bridle, C.1
Yezierski, E.2
-
10
-
-
76149100264
-
"gone into solution": Assessing the effects of hands-on activity on students' comprehension of solution
-
Bruck L. B., Bruck A. D. and Phelps A., (2010), "Gone into solution": assessing the effects of hands-on activity on students' comprehension of solution, J. Chem. Educ., 87, 107-112
-
(2010)
J. Chem. Educ.
, vol.87
, pp. 107-112
-
-
Bruck, L.B.1
Bruck, A.D.2
Phelps, A.3
-
11
-
-
17744375400
-
A review of solution chemistry studies: Insights into students' conceptions
-
Calyk M., Ayas A. and Ebenezer J., (2005), A review of solution chemistry studies: insights into students' conceptions, J. Sci. Educ. Technol., 14 (1), 29-50
-
(2005)
J. Sci. Educ. Technol.
, vol.14
, Issue.1
, pp. 29-50
-
-
Calyk, M.1
Ayas, A.2
Ebenezer, J.3
-
12
-
-
79957499273
-
Model based inquiry in the high school physics classroom: An exploratory study of implementation and outcomes
-
Campbell T., Zhang D. and Neilson D., (2011), Model based inquiry in the high school physics classroom: an exploratory study of implementation and outcomes, J. Sci. Educ. Technol., 20, 258-269
-
(2011)
J. Sci. Educ. Technol.
, vol.20
, pp. 258-269
-
-
Campbell, T.1
Zhang, D.2
Neilson, D.3
-
13
-
-
48949116330
-
Correct interpretation of chemical diagrams requires transforming from one level of representation to another
-
Chittleborough G. and Treagust D., (2008), Correct interpretation of chemical diagrams requires transforming from one level of representation to another, Res. Sci. Educ., 38, 463-482
-
(2008)
Res. Sci. Educ.
, vol.38
, pp. 463-482
-
-
Chittleborough, G.1
Treagust, D.2
-
14
-
-
0038398908
-
Investigation of secondary school, undergraduate, and graduate learners' mental models of ionic bonding
-
Coll R. K. and Treagust D. F., (2003), Investigation of secondary school, undergraduate, and graduate learners' mental models of ionic bonding, J. Res. Sci. Teach., 40, 464-486
-
(2003)
J. Res. Sci. Teach.
, vol.40
, pp. 464-486
-
-
Coll, R.K.1
Treagust, D.F.2
-
15
-
-
78049363345
-
A haptic-based framework for chemistry education
-
Wolpers M., Kirschner P. A., Scheffel M., Lindstaedt S., Dimitrova V. (ed.) Berlin: Springer Berlin Heidelberg
-
Comai S., Mazza D., Mureddu L., (2010), A haptic-based framework for chemistry education, in Wolpers M., Kirschner P. A., Scheffel M., Lindstaedt S., Dimitrova V. (ed.), Sustaining TEL: From Innovation to Learning and Practice, Berlin: Springer Berlin Heidelberg, pp. 614-619
-
(2010)
Sustaining TEL: From Innovation to Learning and Practice
, pp. 614-619
-
-
Comai, S.1
Mazza, D.2
Mureddu, L.3
-
16
-
-
77955872523
-
Lost in Lewis structures: An investigation of student difficulties in developing representational competence
-
Cooper M., Grove N., Underwood S. M. and Klymkowsky M. W., (2010), Lost in Lewis structures: an investigation of student difficulties in developing representational competence, J. Chem. Educ., 87, 869-874
-
(2010)
J. Chem. Educ.
, vol.87
, pp. 869-874
-
-
Cooper, M.1
Grove, N.2
Underwood, S.M.3
Klymkowsky, M.W.4
-
17
-
-
0141988044
-
-
Thousand Oaks, California: Sage Publications
-
Creswell J. W., (2003), Research Design: Qualitative, Quantitative, and Mixed Method Approaches, 2nd edn, Thousand Oaks, California: Sage Publications
-
(2003)
Research Design: Qualitative, Quantitative, and Mixed Method Approaches, 2nd Edn
-
-
Creswell, J.W.1
-
18
-
-
77955776554
-
Student-generated submicro diagrams: A useful tool for teaching and learning chemical equations and stoichiometry
-
Davidowitz B., Chittleborough G. and Murray E., (2010), Student-generated submicro diagrams: a useful tool for teaching and learning chemical equations and stoichiometry, Chem. Educ. Res. Pract., 11, 154-164
-
(2010)
Chem. Educ. Res. Pract.
, vol.11
, pp. 154-164
-
-
Davidowitz, B.1
Chittleborough, G.2
Murray, E.3
-
19
-
-
0344667761
-
Conceptual change: A powerful framework for improving science teaching and learning
-
Duit R. and Treagust D., (2003), Conceptual change: a powerful framework for improving science teaching and learning, Int. J. Sci. Educ., 25 (6), 671-688
-
(2003)
Int. J. Sci. Educ.
, vol.25
, Issue.6
, pp. 671-688
-
-
Duit, R.1
Treagust, D.2
-
20
-
-
17744363675
-
A hypermedia environment to explore and negotiate students' conceptions: Animation of the solution process of table salt
-
Ebenezer J. V., (2001), A hypermedia environment to explore and negotiate students' conceptions: animation of the solution process of table salt, J. Sci. Educ. Technol., 10 (1), 73-92
-
(2001)
J. Sci. Educ. Technol.
, vol.10
, Issue.1
, pp. 73-92
-
-
Ebenezer, J.V.1
-
21
-
-
0000194563
-
A guided inquiry chemistry course
-
Farrell J. J., Moog R. S. and Spencer J. N., (1999), A Guided Inquiry Chemistry Course, J. Chem. Educ., 76, 570-574
-
(1999)
J. Chem. Educ.
, vol.76
, pp. 570-574
-
-
Farrell, J.J.1
Moog, R.S.2
Spencer, J.N.3
-
22
-
-
84893574247
-
-
last accessed August 2013
-
Feinberg J., (2013), Wordle, www.wordle.net, last accessed August 2013
-
(2013)
Wordle
-
-
Feinberg, J.1
-
23
-
-
1542340705
-
Effective strategies for cooperative learning
-
Felder R. M. and Brent R., (2001), Effective Strategies for Cooperative Learning, J. Cooperation Collaboration in College Teaching, 10 (2), 69-75
-
(2001)
J. Cooperation Collaboration in College Teaching
, vol.10
, Issue.2
, pp. 69-75
-
-
Felder, R.M.1
Brent, R.2
-
24
-
-
0010154665
-
Improving teaching and learning through chemistry education research: A look to the future
-
Gabel D. L., (1999), Improving teaching and learning through chemistry education research: a look to the future, J. Chem. Educ., 76, 548-554
-
(1999)
J. Chem. Educ.
, vol.76
, pp. 548-554
-
-
Gabel, D.L.1
-
25
-
-
0039065314
-
Discourse analysis, learning, and social practice
-
Gee J. P. and Green J. L., (1998), Discourse analysis, learning, and social practice, Rev. Res. Educ., 23, 119-169
-
(1998)
Rev. Res. Educ.
, vol.23
, pp. 119-169
-
-
Gee, J.P.1
Green, J.L.2
-
26
-
-
25444488929
-
The particulate nature of matter: Challenges in understanding the submicroscopic world
-
Gilbert J. K., De Jong O., Justi R., Treagust D. F. and Van Driel J. H. (ed.) Dordrecht, Netherlands: Kluwer Academic Publishers
-
Harrison A. G. and Treagust D. F., (2002), The particulate nature of matter: challenges in understanding the submicroscopic world, in Gilbert J. K., De Jong O., Justi R., Treagust D. F. and Van Driel J. H. (ed.), Chemical education: towards research-based practice, Dordrecht, Netherlands: Kluwer Academic Publishers, pp. 189-212
-
(2002)
Chemical Education: Towards Research-based Practice
, pp. 189-212
-
-
Harrison, A.G.1
Treagust, D.F.2
-
27
-
-
0000190679
-
Teaching cooperative learning through cooperative grouping. Part 2: Designing problems and structuring groups
-
Heller P. and Hollabaugh M., (1992), Teaching cooperative learning through cooperative grouping. Part 2: designing problems and structuring groups, Am. J. Phys., 60 (7), 637-644
-
(1992)
Am. J. Phys.
, vol.60
, Issue.7
, pp. 637-644
-
-
Heller, P.1
Hollabaugh, M.2
-
28
-
-
0002010126
-
The conditions of conceptual change in the classroom
-
Hewson P. W. and Thorley R., (1989), The conditions of conceptual change in the classroom, Int. J. Sci. Educ., 11, 541-553
-
(1989)
Int. J. Sci. Educ.
, vol.11
, pp. 541-553
-
-
Hewson, P.W.1
Thorley, R.2
-
30
-
-
84991125102
-
Why is science difficult to learn? Things are seldom what they seem
-
Johnstone A. H., (1991), Why is science difficult to learn? Things are seldom what they seem, J. Comput. Assist. Learn., 7, 75-83
-
(1991)
J. Comput. Assist. Learn.
, vol.7
, pp. 75-83
-
-
Johnstone, A.H.1
-
31
-
-
0036178185
-
Collaborative inquiry and the construction of explanations in the learning of science
-
Kaartinen S. and Kumpulainen K., (2002), Collaborative inquiry and the construction of explanations in the learning of science, Learn. Instr., 12, 189-212
-
(2002)
Learn. Instr.
, vol.12
, pp. 189-212
-
-
Kaartinen, S.1
Kumpulainen, K.2
-
32
-
-
2642577611
-
The design and evaluation of a teaching-learning sequence addressing the solubility concept with Turkish secondary school students
-
Kabapinar F., Leach J. and Scott P., (2004), The design and evaluation of a teaching-learning sequence addressing the solubility concept with Turkish secondary school students, Int. J. Sci. Educ., 26, 635-652
-
(2004)
Int. J. Sci. Educ.
, vol.26
, pp. 635-652
-
-
Kabapinar, F.1
Leach, J.2
Scott, P.3
-
33
-
-
35348831855
-
Exploring how different features of animations of sodium chloride dissolution affect students' explanations
-
Kelly R. M. and Jones L. L., (2007), Exploring how different features of animations of sodium chloride dissolution affect students' explanations, J. Sci. Educ. Technol., 16 (5), 413-429
-
(2007)
J. Sci. Educ. Technol.
, vol.16
, Issue.5
, pp. 413-429
-
-
Kelly, R.M.1
Jones, L.L.2
-
34
-
-
39049142573
-
Investigating students' ability to transfer ideas learned from molecular animations to the dissolution process
-
Kelly R. M. and Jones L. L., (2008), Investigating students' ability to transfer ideas learned from molecular animations to the dissolution process, J. Chem. Educ., 85, 303-309
-
(2008)
J. Chem. Educ.
, vol.85
, pp. s303-309
-
-
Kelly, R.M.1
Jones, L.L.2
-
35
-
-
79957462022
-
New pedagogies on teaching science with technology
-
Khan S., (2011), New pedagogies on teaching science with technology, J. Sci. Educ. Technol., 20, 215-232
-
(2011)
J. Sci. Educ. Technol.
, vol.20
, pp. 215-232
-
-
Khan, S.1
-
36
-
-
0013467399
-
Students collaborating with computer models and physical experiments
-
Hoadley C. (ed.) Mahwah, NJ: Erlbaum Associates
-
Kozma R. B., (2000), Students collaborating with computer models and physical experiments, in Hoadley C. (ed.), Computer support for collaborative learning, Mahwah, NJ: Erlbaum Associates, pp. 314-322
-
(2000)
Computer Support for Collaborative Learning
, pp. 314-322
-
-
Kozma, R.B.1
-
37
-
-
33645139072
-
Progression in children's understanding of the matter concept from elementary to high school
-
Liu X. and Lesniak K., (2006), Progression in Children's Understanding of the Matter Concept from Elementary to High School, J. Res. Sci. Teach., 43 (3), 320-347
-
(2006)
J. Res. Sci. Teach.
, vol.43
, Issue.3
, pp. 320-347
-
-
Liu, X.1
Lesniak, K.2
-
38
-
-
77953058705
-
Using Wordle as supplementary research tool
-
Retrieved August 11, 2013
-
McNaught C. and Lam P., (2010), Using Wordle as supplementary research tool, The Qualitative Report, vol. 15, pp. 630-643. Retrieved August 11, 2013 from http://www.nova.edu/ssss/QR/QR15-3/mcnaught.pdf
-
(2010)
The Qualitative Report
, vol.15
, pp. 630-643
-
-
McNaught, C.1
Lam, P.2
-
39
-
-
84867755426
-
Student misconceptions in writing balanced equations for dissolving ionic compounds in water
-
Naah B. M. and Sanger M. J., (2012), Student misconceptions in writing balanced equations for dissolving ionic compounds in water, Chem. Educ. Res. Pract., 13, 186-194
-
(2012)
Chem. Educ. Res. Pract.
, vol.13
, pp. 186-194
-
-
Naah, B.M.1
Sanger, M.J.2
-
40
-
-
84874994721
-
Investigating students' understanding of the dissolving process
-
Naah B. M. and Sanger M. J., (2013), Investigating Students' Understanding of the Dissolving Process, J. Sci. Educ. Technol., 22, 103-112
-
(2013)
J. Sci. Educ. Technol.
, vol.22
, pp. 103-112
-
-
Naah, B.M.1
Sanger, M.J.2
-
41
-
-
0003608696
-
-
Washington, DC: National Academies Press
-
National Research Council, NRC, (1996), National Science Education Standards, Washington, DC: National Academies Press
-
(1996)
National Science Education Standards
-
-
-
42
-
-
80052556354
-
-
Washington, DC: National Academies Press
-
National Research Council, NRC, (2012), A framework for K-12 science education: practices, crosscutting concepts, and core ideas, Washington, DC: National Academies Press
-
(2012)
A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas
-
-
-
44
-
-
48249148663
-
Collaborative discourse, argumentation, and learning: Preface and literature review
-
Nussbaum E. M., (2008), Collaborative discourse, argumentation, and learning: preface and literature review, Contemp. Educ. Psychol., 33 (3), 345-359
-
(2008)
Contemp. Educ. Psychol.
, vol.33
, Issue.3
, pp. 345-359
-
-
Nussbaum, E.M.1
-
45
-
-
80054108961
-
The development of an open-ended drawing tool: An alternative diagnostic tool for assessing students' understanding of the particulate nature of matter
-
Nyachwaya J., Mohamed A., Roehrig G. H., Wood N. B., Kern A. L. and Schneider J. L., (2011), The development of an open-ended drawing tool: an alternative diagnostic tool for assessing students' understanding of the particulate nature of matter, Chem. Educ. Res. Pract., 12, 121-132
-
(2011)
Chem. Educ. Res. Pract.
, vol.12
, pp. 121-132
-
-
Nyachwaya, J.1
Mohamed, A.2
Roehrig, G.H.3
Wood, N.B.4
Kern, A.L.5
Schneider, J.L.6
-
46
-
-
84983946018
-
-
Posner G., Strike K., Hewson P. and Gertzog W., (1982), Sci. Educ., 66, 211-227
-
(1982)
Sci. Educ.
, vol.66
, pp. 211-227
-
-
Posner, G.1
Strike, K.2
Hewson, P.3
Gertzog, W.4
-
47
-
-
84891835697
-
Using word clouds to present Q methodology data and findings
-
Ramlo S. (2011), Using word clouds to present Q methodology data and findings, Human Subjectivity, 9 (2), 99-111
-
(2011)
Human Subjectivity
, vol.9
, Issue.2
, pp. 99-111
-
-
Ramlo, S.1
-
48
-
-
84944042438
-
Role of Haptics in Teaching Structural Molecular Biology
-
Sankaranarayanan G., Weghorst S., Sanner M., Gillet A. and Olson A., (2003), Role of Haptics in Teaching Structural Molecular Biology, in Proceedings of the 11th Symposium of Haptic Interfaces for Virtual Environments and Teleoperator Systems (HAPTICS 2003), p. 363-366
-
(2003)
Proceedings of the 11th Symposium of Haptic Interfaces for Virtual Environments and Teleoperator Systems (HAPTICS 2003)
, pp. 363-366
-
-
Sankaranarayanan, G.1
Weghorst, S.2
Sanner, M.3
Gillet, A.4
Olson, A.5
-
49
-
-
0013108068
-
Evaluating student understanding of solution chemistry through microscopic representations
-
Smith K. J. and Metz P. A., (1996), Evaluating student understanding of solution chemistry through microscopic representations, J. Chem. Educ., 73, 233-235
-
(1996)
J. Chem. Educ.
, vol.73
, pp. 233-235
-
-
Smith, K.J.1
Metz, P.A.2
-
50
-
-
0002432882
-
A conceptual change view of learning and understanding
-
West L. and Pines A. (ed.) Orlando, FL: Academic Press
-
Strike K. and Posner G., (1985), A conceptual change view of learning and understanding, in West L. and Pines A. (ed.), Cognitive Structure and Conceptual Change, Orlando, FL: Academic Press
-
(1985)
Cognitive Structure and Conceptual Change
-
-
Strike, K.1
Posner, G.2
-
51
-
-
70350730121
-
Cognitive load theory and the use of educational technology
-
Sweller J., (2008), Cognitive load theory and the use of educational technology, Educ. Technol., 48, 32-35
-
(2008)
Educ. Technol.
, vol.48
, pp. 32-35
-
-
Sweller, J.1
-
52
-
-
0040043080
-
Misunderstanding the ionic bond
-
Taber K. S., (1994), Misunderstanding the ionic bond, Educ. Chem., 31 (4), 100-103
-
(1994)
Educ. Chem.
, vol.31
, Issue.4
, pp. 100-103
-
-
Taber, K.S.1
-
53
-
-
0041049786
-
Student understanding of ionic bonding: Molecular versus electrostatic thinking?
-
Taber K. S., (1997), Student understanding of ionic bonding: molecular versus electrostatic thinking? Sch. Sci. Rev., 78 (285), 85-95
-
(1997)
Sch. Sci. Rev.
, vol.78
, Issue.285
, pp. 85-95
-
-
Taber, K.S.1
-
54
-
-
0001892741
-
An alternative conceptual framework from chemistry education
-
Taber K., (1998), An alternative conceptual framework from chemistry education, Int. J. Sci. Educ., 20, 597-608
-
(1998)
Int. J. Sci. Educ.
, vol.20
, pp. 597-608
-
-
Taber, K.1
-
55
-
-
84876165120
-
Revisiting the chemistry triplet: Drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education
-
Taber K., (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., 14 (2), 156-168
-
(2013)
Chem. Educ. Res. Pract.
, vol.14
, Issue.2
, pp. 156-168
-
-
Taber, K.1
-
56
-
-
84867832243
-
Student conceptions of ionic bonding: Patterns of thinking across three european contexts
-
Taber K. S., Tsaparlis G. and Nakiboʇlu C., (2012), Student Conceptions of Ionic Bonding: Patterns of Thinking Across Three European Contexts, Int. J. Sci. Educ., 34 (18), 2843-2873
-
(2012)
Int. J. Sci. Educ.
, vol.34
, Issue.18
, pp. 2843-2873
-
-
Taber, K.S.1
Tsaparlis, G.2
Nakiboʇlu, C.3
-
57
-
-
78651479934
-
Macro, submicro, and symbolic: The many faces of the chemistry "triplet"
-
Talanquer V., (2011), Macro, submicro, and symbolic: the many faces of the chemistry "triplet", Sci. Educ., 33, 179-195
-
(2011)
Sci. Educ.
, vol.33
, pp. 179-195
-
-
Talanquer, V.1
-
58
-
-
33846102970
-
Effectiveness of a MORE laboratory module in prompting students to revise their molecular-level ideas about solutions
-
Tien T. L., Teichert A. M. and Rickey D., (2007), Effectiveness of a MORE laboratory module in prompting students to revise their molecular-level ideas about solutions, J. Chem. Educ., 84, 175-181
-
(2007)
J. Chem. Educ.
, vol.84
, pp. 175-181
-
-
Tien, T.L.1
Teichert, A.M.2
Rickey, D.3
-
59
-
-
0002782250
-
Research on Instructional Strategies for Teaching Science
-
Dorothy L. Gabel, ed., New York: Macmillan
-
Tobin K., Tippins D. and Gallard A., (1994), Research on Instructional Strategies for Teaching Science, in Handbook of Research on Science Teaching and Learning, Dorothy L. Gabel, ed., New York: Macmillan, pp. 45-93
-
(1994)
Handbook of Research on Science Teaching and Learning
, pp. 45-93
-
-
Tobin, K.1
Tippins, D.2
Gallard, A.3
-
60
-
-
0004096846
-
-
Cambridge University Press, Cambridge
-
Toulmin S. E., (1958), The Uses of Argument, Cambridge University Press, Cambridge
-
(1958)
The Uses of Argument
-
-
Toulmin, S.E.1
-
61
-
-
33846859765
-
Conceptual change and education
-
Vosniadou S., (2007), Conceptual change and education, Human Dev., 50, 47-54
-
(2007)
Human Dev.
, vol.50
, pp. 47-54
-
-
Vosniadou, S.1
-
62
-
-
84902144762
-
Role of teacher-initiated discourses in students' development of representational fluency in chemistry: A case study
-
Warfa A. M., Roehrig G., Schneider J. L. and Nyachwaya J., (2014), Role of teacher-initiated discourses in students' development of representational fluency in chemistry: a case study, J. Chem. Educ., 91 (6), 784-792
-
(2014)
J. Chem. Educ.
, vol.91
, Issue.6
, pp. 784-792
-
-
Warfa, A.M.1
Roehrig, G.2
Schneider, J.L.3
Nyachwaya, J.4
-
63
-
-
51149089544
-
Beyond the scientific method: Model-based inquiry as a new paradigm of preference for school science investigations
-
Windschitl M., Thompson J., Braaten M., (2008) Beyond the scientific method: model-based inquiry as a new paradigm of preference for school science investigations, Sci. Educ., 92 (5), 941-967
-
(2008)
Sci. Educ.
, vol.92
, Issue.5
, pp. 941-967
-
-
Windschitl, M.1
Thompson, J.2
Braaten, M.3
-
64
-
-
2442547648
-
Linking the microscopic view of chemistry to real-life experiences: Intertextuality in high school science classroom
-
Wu H. K., (2003), Linking the microscopic view of chemistry to real-life experiences: intertextuality in high school science classroom, Sci. Educ., 87, 868-891
-
(2003)
Sci. Educ.
, vol.87
, pp. 868-891
-
-
Wu, H.K.1
-
65
-
-
0035445513
-
Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom
-
Wu H. K., Krajick J. S., Soloway E., (2001), Promoting understanding of chemical representations: students' use of a visualization tool in the classroom, J. Res. Sci. Teach., 38, 821-842
-
(2001)
J. Res. Sci. Teach.
, vol.38
, pp. 821-842
-
-
Wu, H.K.1
Krajick, J.S.2
Soloway, E.3
-
66
-
-
84908678631
-
-
accessed June 2013
-
www.3dmoleculardesign.com, accessed June 2013
-
-
-
-
67
-
-
21344474293
-
Sociomathematical norms, argumentation, and autonomy in mathematics
-
Yackel E. and Cobb P., (1996), Sociomathematical norms, argumentation, and autonomy in mathematics, J. Res. Math. Educ., 27, 458-477
-
(1996)
J. Res. Math. Educ.
, vol.27
, pp. 458-477
-
-
Yackel, E.1
Cobb, P.2
|