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0. GENERAL ISSUES IN SCIENCE EDUCATION · Technology and tragedy (Guest Editorial). J.W. Moore: (1) 3-4. · Research and research utilization in chemical education. R. Kempa: (3) 327-343. 1. METHODS AND ISSUES OF TEACHING AND LEARNING · An approach in supporting university chemistry teaching. G. Sirhan & N. Reid: (1) 65-75. · Teaching chemistry progressively: From substances, to atoms and molecules, to electrons and nuclei. P.G. Nelson: (2) 215-228. · Teachers' continuing learning of chemistry: Some implications for science teaching. A. Goodwin: (3) 345-359. 2. CONCEPTS · Students' errors in solving numerical chemical-equilibrium problems. M. Kousathana & G. Tsaparlis: (1) 5-17. · The most well-known rearrangements in organic chemistry at hand. S. Moulay: (1) 33-64. · The learning and teaching of the concepts 'amount of substance' and 'mole'. A review of the literature. Furio, R. Azcona, and Y.J.Guisasola: (3) 277-292. · Pre-service primary teachers' mental models of kinetic theory. N. Taylor & R.K. Coll: (3) 293-315. · Teachers' continuing learning of chemistry: Some implications for science teaching. A. Goodwin: (3) 345-359. 2a. STRUCTURAL CONCEPTS · PREFACE. G. Tsaparlis: (2) 107-112. · Describing reactivity with structural formulas, or when push comes to shove. P. Laszlo: (2) 113-118. · Understanding delocalization and hyperconjugation in terms of (covalent and ionic) resonance structures. P. Karafiloglou: (2) 119-127. · Quantum-chemical concepts: Are they suitable for secondary students? G. Tsaparlis and G. Papaphotis: (2) 129-144. · Conceptualizing quanta - Illuminating the ground state of student understanding of atomic orbitals. K.S. Taber: (2) 145-158. · Compounding quanta - Probing the frontiers of student understanding of molecular orbitals. K.S. Taber: (2) 159-173. · Mental models in chemistry: Senior chemistry students' mental models of chemical bonding. K. Coll and N. Taylor: (2) 175-184. · Structural units and chemical formulae. H.-D. Barke and H. Wirbs: (2) 185-200. · Students' corpuscular conceptions in the context of chemical equilibrium and chemical kinetics. J.H. Van Driel: (2) 201-213. · Teaching chemistry progressively: From substances, to atoms and molecules, to electrons and nuclei. P.G. Nelson: (2) 215-228. · Nuclear magnetic resonance (NMR) spectroscopy: Basic principles and phenomena, and their applications to chemistry, biology and medicine. I. P. Gerothanasis, A. Troganis, V. Exarchou, and K. Barbarossou: (2) 229-252. · Classical and quantum chemical rate constants in condensed phases. R. Kapral and S. Consta: (2) 253-268. 3.
CONCEPT TEACHING AND LEARNING · Student teachers' problems in teaching 'electrolysis' with a key demonstration. M. Ahtee, T. Asunta & H. Palm: (3) 317-326. 4. PROBLEM SOLVING AND OTHER HIGHER-ORDER COGNITIVE SKILLS (HOCS) · Students' errors in solving numerical chemical-equilibrium problems. M. Kousathana & G. Tsaparlis: (1) 5-17. 5. ASSESSMENT· - 6.
SCIENCE-TECHNOLOGY-ENVIRONMENT-SOCIETY (STES) · The use of the Arrhenius equation in the study of deterioration and of cooking of foods - Some scientific and pedagogic aspects. A.L. Petrou, M. Roulia, & K. Kampouris: (1) 87-97. 7. NEW EDUCATIONAL TECHNOLOGIES (NET) · - 8. ATTITUDES · The development of the chemistry attitudes and experiences questionnaire (CAEQ). R.K. Coll & J. Dalgety: (1) 19-32. 9.
CHEMICAL EDUCATION IN EUROPE: CURRICULA AND POLICIES 10. TEACHER EDUCATION AND TRAINING · Student teachers' problems in teaching 'electrolysis' with a key demonstration. M. Ahtee, T. Asunta & H. Palm: (3) 317-326. 11.
EXPERIMENTS AND PRACTICAL WORK · -
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