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0. GENERAL ISSUES IN SCIENCE EDUCATION · Theories in science education at the threshold of the third millennium (Editorial). G. Tsaparlis: (1) 1-4. 1. METHODS AND ISSUES OF TEACHING AND LEARNING · A language problem revisited. A.H. Johnstone & D. Selepeng: (1) 19-29. · Using theories of learning to inform tertiary chemistry pedagogy. R.K. Coll & T.G.N. Taylor: (3) 215-226. · Structural chemistry and spatial ability in different cultures. H.-D. Barke & E. Temechegn: (3) 227-239. · Physical-science knowledge and patterns of achievement at the primary-secondary interface: Part 1. General student population. C. Kampourakis, K. Georgousi, & G. Tsaparlis: (3) 241-252. · Physical-science knowledge and patterns of achievement at the primary-secondary interface: Part 2. Able and top-achieving students. K. Georgousi, C. Kampourakis, & G. Tsaparlis: (3) 253-263. 2. CONCEPTS · Spanish prospective teachers' initial ideas about teaching chemical change. Martin Del Pozo & R. Porlan Ariza: (3) 265-283. · Changes of extent of reaction in open chemical equilibria. J. Solaz & J. Quilez: (3) 303-312. 2a. STRUCTURAL CONCEPTS: CONTRIBUTIONS FROM SCIENCE, SCIENCE EDUCATION, HISTORY AND PHILOSOPHY OF SCIENCE · PREFACE - Introduction to the Theme Issue: Molecules and atoms at the centre stage. G. Tsaparlis:(2) 57-65. · Modified Lewis theory: Part 1, Polar covalent bonds and hypervalency. P.G. Nelson: (2) 67-72. · Modified Lewis theory: Part 2, Coordinate and nonintegral bonds. P.G. Nelson: (3) 179-182. · Teaching the VSEPR model and electron densities. R.J. Gillespie & C.F. Matta: (2) 73-90. · Natural bond orbitals and extensions of localized bonding concepts. F. Weinhold & C.R. Landis: (2) 91-104. · Structure in inorganic chemistry. S.F.A. Kettle: (2) 105-107. · Teaching the structural nature of biological molecules: Molecular visualization in the classroom and in the hands of students. D.R. Canning & R. Cox: (2) 109-122. · Building the structural concepts of chemistry: Some considerations from educational research. K.S. Taber: (2) 123-158. · Do we have to introduce history and philosophy of science or is it already 'inside' chemistry? M. Niaz & M.A. Rodriguez: (2) 159-164. · The new philosophy of chemistry and its relevance to chemical education. E. Scerri: (2) 165-170. · Helping students to make inferences about the atomic realm by delaying the presentation of atomic structure. R. Toomey, E. dePierro, & F. Garafalo: (3) 183-202. ·
Towards a meaningful introduction to the Schroedinger equation through
historical and heuristic approaches. G. Tsaparlis: (3) 203-213. 3.
CONCEPT TEACHING AND LEARNING 4. PROBLEM SOLVING AND OTHER HIGHER-ORDER COGNITIVE SKILLS (HOCS) · Alternative assessment as (critical) means of facilitating HOCS-promoting teaching and learning in chemistry education. U. Zoller: (1) 9-17. ·
The predicting role of cognitive variables in problem solving in mole
concept: K-W. L. Lee , W.-U. Tang, N.-K. Goh, & L.-S. Chia: (3)
285-301. 5.
ASSESSMENT ·
Fixed-response questions with a difference. A.H. Johnstone & A.
Ambusaidi: (3) 313-327. 6.
SCIENCE-TECHNOLOGY-ENVIRONMENT-SOCIETY (STES) 7. NEW EDUCATIONAL TECHNOLOGIES (NET). - 8. ATTITUDES. - 9.
CHEMICAL EDUCATION IN EUROPE: CURRICULA AND POLICIES 10. TEACHER EDUCATION AND TRAINING. - 11.
EXPERIMENTS AND PRACTICAL WORK
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