sameAs
Rabbit-ears hybrids, VSEPR sterics, and other orbital anachronismsRecognising quality in reports of chemistry education research and practiceComment on “Rabbit-ears hybrids, VSEPR sterics, and other orbital anachronisms”. A reply to a criticismOn the use of analogy to connect core physical and chemical concepts to those at the nanoscaleArgument construction in understanding noncovalent interactions: a comparison of two argumentation frameworksInvestigating students' engagement in epistemic and narrative practices of chemistry in the context of a story on gas behaviorExploring a measure of science attitude for different groups of students enrolled in introductory college chemistrySelf-efficacy and academic performance in first-semester organic chemistry: testing a model of reciprocal causationExploring diverse students' trends in chemistry self-efficacy throughout a semester of college-level preparatory chemistryCollege students’ attitudes toward chemistry, conceptual knowledge and achievement: structural equation model analysisUncovering students' incorrect ideas about foundational concepts for biochemistryOrganic chemistry students’ challenges with coherence formation between reactions and reaction coordinate diagramsOrganic chemistry students’ interpretations of the surface features of reaction coordinate diagramsOrganic chemistry students' fragmented ideas about the structure and function of nucleophiles and electrophiles: a concept map analysisVideo episodes and action cameras in the undergraduate chemistry laboratory: eliciting student perceptions of meaningful learningOrganic chemistry students' ideas about nucleophiles and electrophiles: the role of charges and mechanismsUsing cluster analysis to characterize meaningful learning in a first-year university chemistry laboratory courseMeasuring meta-ignorance through the lens of confidence: examining students' redox misconceptions about oxidation numbers, charge, and electron transferModeling meaningful learning in chemistry using structural equation modelingMoving beyond definitions: what student-generated models reveal about their understanding of covalent bonding and ionic bondingA continuum of learning: from rote memorization to meaningful learning in organic chemistryGenerating cognitive dissonance in student interviews through multiple representationsDiagnosing changes in attitude in first-year college chemistry students with a shortened version of Bauer's semantic differentialAn expanded framework for analyzing general chemistry examsEnhancing the role of assessment in curriculum reform in chemistryInvestigating the relationship between faculty cognitive expectations about learning chemistry and the construction of exam questionsPerry’s Scheme of Intellectual and Epistemological Development as a framework for describing student difficulties in learning organic chemistryImpact of a spiral organic curriculum on student attrition and learningA rubric to characterize inquiry in the undergraduate chemistry laboratoryReinterpretation of students' ideas when reasoning about particle model illustrationsTraditional dyeing – an educational approachHeuristic chemistry—a qualitative study on teaching domain-specific strategies for the six-electron caseRabbit ears concepts of water lone pairs: a reply to comments of Hiberty, Danovich, and ShaikWhat is a hydrogen bond? Resonance covalency in the supramolecular domainContextualising nanotechnology in chemistry educationAnalysing the impact of a discussion-oriented curriculum on first-year general chemistry students' conceptions of relative acidityPushing for particulate level models of adiabatic and isothermal processes in upper-level chemistry courses: a qualitative studyAlternative conceptions of organic chemistry topics among fourth year chemistry studentsThe application of technology to enhance chemistry educationDeveloping practical chemistry skills by means of student-driven problem based learning mini-projects
P1433
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P1433
description
Fachzeitschrift
@de
peer-reviewed open-access academic journal
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revista científica
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rivista scientifica
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vědecký časopis
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wetenschappelijk tijdschrift van Royal Society of Chemistry
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वैज्ञानिक पत्रिका
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name
Chemistry Education Research and Practice
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Chemistry Education Research and Practice
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Chemistry Education Research and Practice
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Chemistry Education Research and Practice
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Chemistry Education Research and Practice
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Chemistry Education Research and Practice
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Chemistry Education Research and Practice
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Chemistry Education Research and Practice
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Chemistry Education Research and Practice
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Chemistry Education Research and Practice
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label
Chemistry Education Research and Practice
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Chemistry Education Research and Practice
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Chemistry Education Research and Practice
@en
Chemistry Education Research and Practice
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Chemistry Education Research and Practice
@fi
Chemistry Education Research and Practice
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Chemistry Education Research and Practice
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Chemistry Education Research and Practice
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Chemistry Education Research and Practice
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Chemistry Education Research and Practice
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Chemistry Education Research and Practice
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Chemistry Education Research and Practice
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Chemistry Education Research and Practice
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Chemistry Education Research and Practice
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Chemistry Education Research and Practice
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Chemistry Education Research and Practice
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Chemistry Education Research and Practice
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Chemistry Education Research and Practice
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Chemistry Education Research and Practice
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Chemistry Education Research and Practice
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P31
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P1156
P1159
P1160
Chem. Educ. Res. Pract.
P1250
P1277
P1476
Chemistry Education Research and Practice
@en
P236
P243
P407
P571
2000-01-01T00:00:00Z