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