Mastery of Scientific Argumentation on the Concept of Neutralization in Chemistry: A Malaysian Perspective

Autor: Lee Ling Heng, Johari Surif, Cher Hau Seng, Nor Hasniza Ibrahim

Publikováno v: Malaysian Journal of Learning and Instruction, Vol 12 (2015)

Purpose – Argumentative practices are central to science education, and have recently been emphasised to promote students’ reasoning skills and to develop student’s understanding of scientific concepts. This study examines the ma

Externí odkaz: https://doaj.org/article/c8d727feca02486382297b059fbdb4f8

Using Multiple Representations to Resolve Conflict in Student Conceptual Understanding of Chemistry

Autor: Daubenmire, Paul Lemuel

Publikováno v: Daubenmire, Paul Lemuel. (2014). Using Multiple Representations to Resolve Conflict in Student Conceptual Understanding of Chemistry. UC Berkeley: Science & Mathematics Education. Retrieved from: http://www.escholarship.org/uc/item/10c4h3dn

Much like a practiced linguist, expert chemists utilize the power and elegance of chemical symbols to understand what is happening at the atomic level and to manipulate atoms and molecules to effect an observable change at the macroscopic level. Unfo

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=od_______325::0e8bb2d65f4394963940899dcbf22be9
http://www.escholarship.org/uc/item/10c4h3dn

Beginning Chemistry Teachers Use of the Triplet Relationship During their First Three Years in the Classroom

Pedagogical content knowledge (PCK) has been described as the knowledge teachers' use in the process of designing and implementing lessons to a particular group of students. This includes the most effective representations that make the content under

Externí odkaz: http://hdl.handle.net/2286/R.I.14599

Tento výsledek nelze pro nepřihlášené uživatele zobrazit.
K zobrazení výsledku je třeba se přihlásit.

Tento výsledek nelze pro nepřihlášené uživatele zobrazit.
K zobrazení výsledku je třeba se přihlásit.