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Ambusaidi, A. (with A.H. Johnstone). Fixed response: What
are we testing?: (3) 323-328.
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Bargellini, A. Towards a school of specialization for chemistry
teachers in Italy: The Tuscan experience: (2) 303-311.
|
Barke, H.-D. (with C. Hilbing). An idea of science: Attitudes
towards chemistry and chemical education expressed by artistic paintings:
(3) 365-374.
|
Barnea, N. (with Y.J. Dori). Computerized molecular modeling
- The new technology for enhancing model perception among chemistry
educators and learners: (1) 109-120.
|
Bojovic, S. (with D. Sisovic). On the use of concept maps at
different stages of chemistry teaching: (1) 135-144.
|
Bojovic, S. (with D. Sisovic). Approaching the concepts of acids
and bases by cooperative learning: (2) 263-275.
|
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Cachapuz, A. (with M.F. Paixao). Mass conservation in chemical
reactions: The development of an innovative teaching strategy based
on the history and philosophy of science: (2) 201-215.
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Cardellini, L. Ionic equilibrium calculations: A problem solving
approach: (1) 151-160.
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Cardinali, M.E. (with C. Giomini, G. Marrosu, & A. Paolucci). Gaseous
equilibria: Some overlooked aspects: (1) 145-149.
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Costa, N. (with L. Marques, & R. Kempa). Science teachers' awareness
of findings from education research: (1) 31-36.
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de Jong, O. (with H.-J. Schmidt, & U. Zoller). Quality criteria
for research papers on science education: How can they be used to
improve manuscripts submitted for publication?: (1) 27-30.
|
de Jong, O. How to teach the concept of heat of reaction: A
study of prospective teachers' initial ideas: (1) 91-96.
|
Dias, M.H. (with M.A. Pedrosa). Water in context: Many meanings
for the same word: (1) 97-107.
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Dias, M.H. (with M.A. Pedrosa). Chemistry textbook approaches
to chemical equilibrium and student alternative conceptions: (2)
227-236.
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Dori, Y.J. (with N.Barnea). Computerized molecular modeling
- The new technology for enhancing model perception among chemistry
educators and learners: (1) 109-120.
|
Dumon, A. (with A. Laugier). Travaux pratiques en chimie et
representation de la reaction chimique par l'equation-bilan dans
les registres macroscopique et microscopique: Une etude en classe
de seconde (15 -16 ans): (1) 61-75.
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Georgiadou, A. (with G. Tsaparlis). Chemistry teaching in
lower secondary school with methods based on: a) psychological theories;
b) the macro, representational, and submicro levels of chemistry:
(2) 217-226.
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Giomini, C. (with G. Marrosu, M.E. Cardinali, & A. Paolucci).
Gaseous equilibria: Some overlooked aspects: (1) 145-149.
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Goodwin, A. The teaching of chemistry: Who is the learner?:
(1) 51-60.
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Hadjiantoniou-Maroulis, C.P. (with A.J. Maroulis). The chemistry
of photography in full daylight: (1) 175-177.
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Hilbing, C. (with H.-D. Barke). An idea of science: Attitudes
towards chemistry and chemical education expressed by artistic paintings:
(3) 365-374.
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Johnson, P. Developing students' understanding of chemical
change: What should we be teaching?: (1) 77-90.
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Johnstone, A.H. Teaching of chemistry - Logical or psychological?:
(1) 9-15.
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Johnstone, A.H. (with A. Ambusaidi). Fixed response: What are
we testing?: (3) 323-328.
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Kampourakis, K. (with G. Tsaparlis). An integrated physical-science
(physics and chemistry) introduction for lower-secondary level (grade
7): (2) 281-294.
|
Kempa, R. (with N. Costa & L. Marques). Science teachers' awareness
of findings from education research: (1) 31-36.
|
Kotschy, A. (with L. Szepes & G. Vass). Updated inorganic
and organometallic laboratory course for junior chemistry students:
(1) 179-182.
|
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Laugier, A. (with A. Dumon). Travaux pratiques en chimie
et representation de la reaction chimique par l'equation-bilan dans
les registres macroscopique et microscopique: Une etude en classe
de seconde (15 -16 ans): (1) 61-75.
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Leontidis, E. (with C.R. Theocharis). A new chemistry curriculum
in a newly founded university: Design under constraints: (2) 295-302.
|
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Maroulis, A.J. (with C.P. Hadjiantoniou-Maroulis). The chemistry
of photography in full daylight: (1) 175-177.
|
Marques, L. (with N. Costa & R. Kempa). Science teachers'
awareness of findings from education research.: (1) 31-36.
|
Marrosu, G. (with C. Giomini, M.E. Cardinali, & A. Paolucci).
Gaseous equilibria: Some overlooked aspects.: (1) 145-149.
|
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Niaz, M. (with M. A. Rodriguez). Teaching chemistry as rhetoric
of conclusions or heuristic principles -A history and philosophy
of science perspective: (3) 315-322.
|
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Paixao, M.F. (with A. Cachapuz). Mass conservation in chemical
reactions: The development of an innovative teaching strategy based
on the history and philosophy of science: (2) 201-215.
|
Paolucci, A. (with C. Giomini, G. Marrosu, & M.E. Cardinali).
Gaseous equilibria: Some overlooked aspects.: (1) 145-149.
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Papageorgiou, G. (with D. Sakka). Primary school teachers' views
on fundamental chemical concepts: (2) 237-247.
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Pedrosa, M.A. (with M.H. Diaz). Water in context: Many meanings
for the same word: (1) 97-107.
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Pedrosa, M.A. (with M.H. Diaz). Chemistry textbook approaches
to chemical equilibrium and student alternative conceptions: (2)
227-236.
|
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Ragkousis, A. Dyslexic students in chemistry classes: Their
difficulties with chemical formulae: (2) 277-280.
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Reid, N. The presentation of chemistry logically driven or applications-led?:
(3) 381-392.
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Rodriguez, M.A. (with M. Niaz). Teaching chemistry as rhetoric
of conclusions or heuristic principles - A history and philosophy
of science perspective: (3) 315-322.
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Sakka, D. (with G. Papageorgiou). Primary school teachers' views
on fundamental chemical concepts: (2) 237-247.
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Schmidt, H.-J. Should chemistry lessons be more intellectually
challenging?: (1) 17-26.
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Schmidt, H.-J. (with O. de Jong, & U. Zoller). Quality criteria
for research papers on science education: How can they be used to
improve manuscripts submitted for publication?: (1) 27-30.
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Sigalas, M.P. (with C. Tzougraki, G. Tsaparlis, & N. Spyrellis).
'Chemical Education and New Educational Technologies': An inter-university
programmme for graduate studies: (3) 405-410.
|
Sisovic, D. (with S. Bojovic). On the use of concept maps at
different stages of chemistry teaching: (1) 135-144.
|
Sisovic, D. (with S. Bojovic). Approaching the concepts of acids
and bases by cooperative learning: (2) 263-275.
|
Spyrellis, N. (with C. Tzougraki, M.P. Sigalas, & G. Tsaparlis).
'Chemical Education and New Educational Technologies': An inter-university
programmme for graduate studies: (3) 405-410.
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Stamovlasis, D. (with G. Tsaparlis). Non-linear analysis of
effect of working-memory capacity on organic-synthesis problem-solving:
(3) 375-380.
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Stamovlasis, D. Teaching chemometrics with photography experiments
in a university-level course on experimental design: (3) 393-399.
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Szepes, L. (with A. Kotschy, & G. Vass). Updated inorganic and
organometallic laboratory course for junior chemistry students:
(1) 179-182.
|
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Taber, K.S. (with M. Watts). Learners' explanations for chemical
phenomena: (3) 329-353.
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Theocharis, C.R. (with E. Leontidis). A new chemistry curriculum
in a newly founded university: Design under constraints: (2) 295-302.
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Tsaparlis, G. Introducing CERAPIE (Editorial): (1) 1-3.
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Tsaparlis, G. Chemistry and science education versus education:
A top-down and bottom-up relation (Editorial): (1) 5-7.
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Tsaparlis, G. (with E. Zarotiadou). Teaching lower-secondary
chemistry with a piagetian constructivist and an ausbelian meaningful-receptive
method: A longitudinal comparison: (1) 37-50.
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Tsaparlis, G. The states-of-matter approach (SOMA) to introductory
chemistry: (1) 161-168.
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Tsaparlis, G. The quality of CERAPIE: Aiming to strike a balance
(Editorial): (2) 187-188.
|
Tsaparlis, G. (with A. Georgiadou). Chemistry teaching in lower
secondary school with methods based on: a) psychological theories;
b) the macro, representational, and submicro levels of chemistry:
(2) 217-226.
|
Tsaparlis, G. (with K. Kampourakis). An integrated physical-science
(physics and chemistry) introduction for lower-secondary level (grade
7): (2) 281-294.
|
Tsaparlis, G. CERAPIE and the EC(RI)CEs (Editorial): (3) 313-314.
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Tsaparlis, G. (with D. Satmovlasis). Non-linear analysis of
effect of working-memory capacity on organic-synthesis problem-solving:
(3) 375-380.
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Tsaparlis, G. (with C. Tzougraki, M.P. Sigalas, & N. Spyrellis).
'Chemical Education and New Educational Technologies': An inter-university
programmme for graduate studies: (3) 405-410.
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Tzougraki, C. (with M.P. Sigalas, G. Tsaparlis, & N. Spyrellis).
'Chemical Education and New Educational Technologies': An inter-university
programmme for graduate studies: (3) 405-410.
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Valanides, N. Primary student teachers' understanding of
the particulate nature of matter and its transformations during
dissolving: (2) 249-262.
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Valanides, N. Primary student teachers' understanding of the
process and effects of distillation: (3) 355-364
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Varjola, I. Use of the Internet in the teaching of chemistry
in Finnish schools: A case study.: (1) 121-128.
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Vass, G. (with L. Szepes & A. Kotschy). Updated inorganic and
organometallic laboratory course for junior chemistry students:
(1) 179-182.
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Viossat, V. Periodic table software for high school (second
edition): (3) 401-404.
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Wallace, R.G. The chemistry graduate destined for employment
but with no experience of it. Does it make sense?: (1) 169-174.
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Watts, M. (with K.S. Taber). Learners' explanations for chemical
phenomena: (3) 329-353.
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Yates, P.C. Evaluation of different strategies for the effective
use of the World Wide Web in the learning and teaching of university
level chemistry: (1) 129-133.
|
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Zarotiadou, E. (with G. Tsaparlis). Teaching lower-secondary
chemistry with a piagetian constructivist and an ausbelian meaningful-receptive
method: A longitudinal comparison: (1) 37-50.
|
Zoller, U. (with O. de Jong & H.-J. Schmidt). Quality criteria
for research papers on science education: How can they be used to
improve manuscripts submitted for publication?: (1) 27-30.
|
Zoller, U. Interdisciplinary systemic HOCS development ? The
key for meaningful STES oriented chemical education: (2) 189-200.
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