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How are the Concepts and Theories of Acid–Base Reactions Presented? Chemistry in Textbooks and as Presented by Teachers
16 references·4 citing·35 second hop
How are the Concepts and Theories of Acid–Base Reactions Presented? Chemistry in Textbooks and as Presented by Teachers (2005)How are the Concepts and Theories of Acid…The Role and Character of the Nature of Science in Science Education (2005)The Role and Character of the…Visiones deformadas de la ciencia transmitidas por la enseñanza (2002)Visiones deformadas de la cie…History and philosophy of science through models: some challenges in the case of 'the atom' (2000)History and philosophy of sci…A typology of school science models (2000)A typology of school science …International Handbook of Science Education (1998)International Handbook of Sci…STS interactions and the teaching of physics and chemistry (1997)STS interactions and the teac…Case Studies in Science Education (1997)Case Studies in Science Educa…Handbook of research on science teaching and learning (1995)Handbook of research on scien…The development of chemistry teaching: A changing response to changing demand (1993)The development of chemistry …Students' and teachers' conceptions of the nature of science: A review of the research (1992)Students' and teachers' conce…Explaining Science: A Cognitive Approach. (1991)Explaining Science: A Cogniti…Epistemological perspectives on conceptual change: Implications for educational practice (1991)Epistemological perspectives …Students' misunderstandings and misconceptions in college freshman chemistry (general and organic) (1990)Students' misunderstandings a…Explaining Science (1988)Explaining ScienceEducational Psychology: A Cognitive View (1969)Educational Psychology: A Cog…Educational Psychology: A Cognitive View (1968)Educational Psychology: A Cog…Acid–Base Poker: A Card Game Introducing the Concepts of Acid and Base at the College Level (2017)Acid–Base Poker: A Card Game …Emergence, Learning Difficulties, and Misconceptions in Chemistry Undergraduate Students’ Conceptualizations of Acid Strength (2016)Emergence, Learning Difficult…Canonical pedagogical content knowledge by CoRes for teaching acid–base chemistry at high school (2015)Canonical pedagogical content…A Comparison of Different Teaching Designs of ‘Acids and Bases’ Subject (2015)A Comparison of Different Tea…The Structure of Scientific Revolutions. (1964)Those Who Understand: Knowledge Growth in Teaching (1986)Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas (2002)Student conceptualizations of the nature of science in response to a socioscientific issue (2004)A Family Resemblance Approach to the Nature of Science for Science Education (2010)The New Meaning of Educational Change (2010)Mental Models (1983)Structure‐Mapping: A Theoretical Framework for Analogy* (1983)Modelling, teachers' views on the nature of modelling, and implications for the education of modellers (2002)Models and Modelling: Routes to More Authentic Science Education (2004)What Teachers of Science Need to Know about Models: An overview (2010)The Structure of Scientific Revolutions (1963)Handbook of research on teaching (1986)Establishing the norms of scientific argumentation in classrooms (2000)Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science (2002)Informal reasoning regarding socioscientific issues: A critical review of research (2004)Articulating communities: Sociocultural perspectives on science education (2001)Conceptual change: A powerful framework for improving science teaching and learning (2003)Project-Based Learning (2014)Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change (1993)Models as Mediators (1999)Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks (2002)Mental models of the earth: A study of conceptual change in childhood (1992)Effects of problem-based learning: a meta-analysis (2003)The Theory and Practice of Online Learning (2008)Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom (2001)Exploring visuospatial thinking in chemistry learning (2004)Macro, Submicro, and Symbolic: The many faces of the chemistry “triplet” (2010)Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research (2006)Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching (2006)Where's the evidence that active learning works? (2006)What is assessment for learning? (2011)Simulation-Based Learning in Higher Education: A Meta-Analysis (2020)Improving science teachers' conceptions of nature of science: a critical review of the literature (2000)Supporting and Promoting Argumentation Discourse in Science Education (2002)
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  • 1997STS interactions and the teaching of physics and chemistry129 cited
  • Cited by

    • 2015A Comparison of Different Teaching Designs of ‘Acids and Bases’ Subject58 cited
    • 2016Emergence, Learning Difficulties, and Misconceptions in Chemistry Undergraduate Students’ Conceptualizations of Acid Strength53 cited
    • 2015Canonical pedagogical content knowledge by CoRes for teaching acid–base chemistry at high school51 cited
    • 2017Acid–Base Poker: A Card Game Introducing the Concepts of Acid and Base at the College Level28 cited