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0. GENERAL ISSUES IN SCIENCE EDUCATION • Has educational research made any differecne to chemsitry teaching (Editorial). G. Tsaparlis: (1) 3-10. • Securing a future for chemical education. J.K. Gilbert, R. Justi, J.H.Van Driel, O. De Jong, & D.F. Treagust: (1) 5-14. • Pedagogical content knowledge as a way forward: Applied research in chemistry education. R. Bucat: (3) 215-228. • The future shape of chemistry education. P. Mahaffy: (3) 229-245. • Group discussions as a tool for investigating students' concepts. H. Eybe & H.-J. Schmidt: (3) 265-280. 1. METHODS AND ISSUES OF TEACHING AND LEARNING • What research tells us about using analogies to teach chemistry. M. Orgill & G. Bodner: (1) 15-32. • Analogies in chemistry teaching as a means of attainment of cognitive and affective objectives: A longitudinal study in a naturalistic setting, using analogies with a strong social content. P. Sarantopoulos & G. Tsaparlis: (1) 33-50. 2. CONCEPTS • A historical approach to the development of chemical equilibrium through the evolution of the affinity concept: Some educational suggestions. J. Quílez: (1) 69-87. • Changes in concentration and in partial pressure in chemical equilibria: Students’ and teachers’ misunderstandings. J. Quílez: (3) 281-300. 3.
CONCEPT TEACHING AND LEARNING • The chemical equation: A cluster of problems which are difficult to overcome. A. Laugier & A. Dumon : (3) 327-342. 4. PROBLEM SOLVING AND OTHER HIGHER-ORDER COGNITIVE SKILLS (HOCS) • HOCS-promoting assessment of students’ performance on environment-related undergraduate chemistry. A. Lubezky, Y.J. Dori, and U. Zoller: (2) 175-184. 5. ASSESSMENT • HOCS-promoting assessment of students’ performance on environment-related undergraduate chemistry. A. Lubezky, Y.J. Dori, and U. Zoller: (2) 175-184. 6.
SCIENCE-TECHNOLOGY-ENVIRONMENT-SOCIETY (STES) • The influence of computer-assisted education on environmental knowledge and environmental awareness. İ. Morgil, S. Arda, N. Seçken, S.Yavuz, & Ö. Özyalçin Oskay: (2) 99-110. • Learning beyond school: Establishing a laboratory for sustainable education. M. Schallies & C. Eysel: (2) 111-126. • Using a field trip to a wetland as a guide for conceptual understanding in environmental education – A case study of a pre-service teacher’s research. R.T. Tal: (2) 127-142. • An interdisciplinary model for teaching the topic “foods”: A contribution to modern chemical education . A. Mavropoulos , M. Rouli a, and A. L. Petrou : (2) 143-155. • Development of cognitive conducts during a computer simulated environmental analysis. M.L. Eichler, J.C. Del Pino, & L.Da C. Fagundes: (2) 157-174. • HOCS-promoting assessment of students’ performance on environment-related undergraduate chemistry. A. Lubezky, Y.J. Dori, and U. Zoller: (2) 175-184. • The methodological framework of the development of the educational package “Water in the Mediterranean” . M. Skoullos, A. Alampei, & V. Malotidi : (2) 185-206. 7. NEW EDUCATIONAL TECHNOLOGIES (NET) • The influence of computer-assisted education on environmental knowledge and environmental awareness. İ. Morgil, S. Arda, N. Seçken, S.Yavuz, & Ö. Özyalçin Oskay : (2) 99-110. • Development of cognitive conducts during a computer simulated environmental analysis. M.L. Eichler, J.C. Del Pino, & L.Da C. Fagundes: (2) 157-174.
8. ATTITUDES • An investigation of Irish students’ attitudes to chemistry; The Promotion of Chemistry in Schools Project. E. Regan & P.E. Childs: (1) 45-53. 9.
CURRICULA AND POLICIES 10. TEACHER TRAINING • Using a field trip to a wetland as a guide for conceptual understanding in environmental education – A case study of a pre-service teacher’s research. R.T. Tal: (2) 127-142. 11. EXPERIMENTS AND PRACTICAL WORK • The laboratory in chemistry education: Thirty years of experience with developments, implementation, and research. A. Hofstein: (3) 247-264. 12. HISTORY AN PHILOSOPHY OF CHEMISTRY • L' équation de réaction: Un nœud d’obstacles difficilement franchissable A. Laugier & A. Dumon : (1) 51-68. • A historical approach to the development of chemical equilibrium through the evolution of the affinity concept: Some educational suggestions. J. Quilez : (1) 69-87. • The chemical equation: A cluster of problems which are difficult to overcome. A. Laugier & A. Dumon : (3) 327-342.
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