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Ambusaid, A. (with A.H. Johnstone). Fixed-response questions with a difference: (3) 313-327. Barke, H.-D. (with E. Temechegn). Structural chemistry and spatial ability in different cultures: (3) 227-239. Canning, D.R. (with R. Cox). Teaching the structural nature of biological molecules: Molecular visualization in the classroom and in the hands of students: (2) 109-122. Chia, L.-S. (with K-W. L. Lee, W.-U. Tang,, & N.-K. Goh). The predicting role of cognitive variables in problem solving in mole concept: (3) 285-301. Coll, R.K. (with T.G.N. Taylor). Using theories of learning to inform tertiary chemistry pedagogy: (3) 215-226. Cox, R. (with D.R. Canning). Teaching the structural nature of biological molecules: Molecular visualization in the classroom and in the hands of students: (2) 109-122. dePierro, E. (with R. Toomey & F. Garafalo). Helping students to make inferences about the atomic realm by delaying the presentation of atomic structure: (3) 183-202. Garafalo, F. (with R. Toomey & E. dePierro). Helping students to make inferences about the atomic realm by delaying the presentation of atomic structure: (3) 183-202. Georgousi (with C. Kampourakis & G. Tsaparlis). Physical-science knowledge and patterns of achievement at the primary-secondary interface: Part 1. General student population: (3) 241-252. Georgousi, K. (with C. Kampourakis & G. Tsaparlis). Physical-science knowledge and patterns of achievement at the primary-secondary interface: Part 2. Able and top-achieving students: (3) 253-263. Gillespie, R.J. (with C.F. Matta). Teaching the VSEPR model and electron densities: (2) 73-90. Goh, N.-K. (with K-W. L. Lee, W.-U. Tang,, & L.-S. Chia). The predicting role of cognitive variables in problem solving in mole concept: (3) 285-301. Johnstone, A.H. (with A. Ambusaid). Fixed-response questions with a difference: (3) 313-327. Johnstone, A.H. (with D. Selepeng). A language problem revisited: (1) 19-29. Kampourakis C. (with K. Georgousi & G. Tsaparlis). Physical-science knowledge and patterns of achievement at the primary-secondary interface: Part 1. General student population: (3) 241-252. Kampourakis,C. (with K. Georgousi & G. Tsaparlis). Physical-science knowledge and patterns of achievement at the primary-secondary interface: Part 2. Able and top-achieving students: (3) 253-263. Kettle, S.F.A. Whither chemical education? A personal view: (1) 5-8. Kettle, S.F.A. Structure in inorganic chemistry: (2) 105-107. Landis, C.R. (with F. Weinhold). Natural bond orbitals and extensions of localized bonding concepts: (2) 91-104. Lee , K-W.L. (with W.-U. Tang, N.-K. Goh, & L.-S. Chia). The predicting role of cognitive variables in problem solving in mole concept: (3) 285-301. Marinopoulos, D. (with H. Stavridou). Water and air pollution: Primary students' conceptions about "itineraries" and interactions of substances: (1) 31-41. Martin Del Pozo, R. (with R. Porlan Ariza). Spanish prospective teachers' initial ideas about teaching chemical change: (3) 265-283. Matta, C.F . (with R.J. Gillespie). Teaching the VSEPR model and electron densities: (2) 73-90. Nelson, P.W. Modified Lewis's theory: Part 1, Part 1. Polar covalent bonds and hypervalency: (2) 67-72. Nelson, P.W. Modified Lewis's theory: Part 2, Coordinate and nonintegral bonds: (3) 179-182. Niaz, M. (with M.A. Rodriguez). Do we have to introduce history and philosophy of science or is it already 'inside' chemistry?: (2) 159-164. Porlan Ariza, R. (with R. Martin Del Pozo) Spanish prospective teachers' initial ideas about teaching chemical change: (3) 265-283. Quilez, J. (with J.J. Solaz). Changes of extent of reaction in open chemical equilibria: (3) 303-312. Rodriguez, M.A. (with M. Niaz). Do we have to introduce history and philosophy of science or is it already 'inside' chemistry?: (2) 159-164. Scerri, E. The new philosophy of chemistry and its relevance to chemical education: (2) 165-170. Sisovic, D. (with N. Sisovic). Simple demonstrations of the energy exchange between system and its surroundings): (3) 329-332. Sisovic, N. (with D. Sisovic). Simple demonstrations of the energy exchange between system and its surroundings): (3) 329-332. Solaz, J.J. (with J. Quilez). Changes of extent of reaction in open chemical equilibria: (3) 303-312. Stavridou, H. (with D. Marinopoulos). Water and air pollution: Primary students' conceptions about "itineraries" and interactions of substances: (1) 31-41. Taber, K.S. Constructing chemical concepts in the classroom?: Using research to inform practice: (1) 43-51. Taber, K.S. Building the structural concepts of chemistry: Some considerations from educational research: (2) 123-158. Tang, W.-U. (with K-W. L. Lee., N.-K. Goh, & L.-S. Chia). The predicting role of cognitive variables in problem solving in mole concept: (3) 285-301. Taylor, T.G.N. (with Coll, R.K.). Using theories of learning to inform tertiary chemistry pedagogy: (3) 215-226. Temechegn, E. (with H.-D. Barke). Structural chemistry and spatial ability in different cultures: (3) 227-239. Toomey, R. (with E. dePierro & F. Garafalo). Helping students to make inferences about the atomic realm by delaying the presentation of atomic structure: (3) 183-202. Tsaparlis, G. Theories in science education at the threshold of the third millennium (Editorial): (1) 1-4. Tsaparlis, G. PREFACE - Introduction to the Theme Issue: Molecules and atoms at the centre stage: (2) 57-65. Tsaparlis, G. Towards a meaningful introduction to the Schroedinger equation through historical and heuristic approaches: (3) 203-213. Tsaparlis, G. (with K. Georgousi & C. Kampourakis). Physical-science knowledge and patterns of achievement at the primary-secondary interface: Part 1. General student population: (3) 241-252. Tsaparlis, G. (with K. Georgousi & C. Kampourakis). Physical-science knowledge and patterns of achievement at the primary-secondary interface: Part 2. Able and top-achieving students: (3) 253-263 Weinhold, F. (with C.R. Landis). Natural bond orbitals and extensions of localized bonding concepts: (2) 91-104. Zoller,
U. Alternative assessment as (critical) means of facilitating HOCS-promoting
teaching and learning in chemistry education: (1) 9-17.
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