Les deux révisions précédentes Révision précédente Prochaine révision | Révision précédente Prochaine révisionLes deux révisions suivantes |
teaching:articles_didactique_chimie [2021/09/28 12:29] – [2003] villersd | teaching:articles_didactique_chimie [2021/09/29 09:39] – [2002] villersd |
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|Pre-laboratory activities |Agustian and Seery (2017)| | |Pre-laboratory activities |Agustian and Seery (2017)| |
|Reasoning about structure–property relationships |Talanquer (2018)| | |Reasoning about structure–property relationships |Talanquer (2018)| |
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La revue propose aussi un [[https://pubs.rsc.org/en/journals/journalissues/rp#!themedcollections|accès thématique]] : | La revue propose aussi un [[https://pubs.rsc.org/en/journals/journalissues/rp#!themedcollections|accès thématique]] : |
| * Celebrating our 2020 Prize and Award winners, 2020 |
* Learning progressions and teaching sequences in chemistry education, 2018 | * Learning progressions and teaching sequences in chemistry education, 2018 |
* Celebrating our 2018 prize and award winners, 2018 | * Celebrating our 2018 prize and award winners, 2018 |
==== 2015 ==== | ==== 2015 ==== |
* [[http://pubs.rsc.org/en/Content/ArticleLanding/2015/RP/C4RP00209A|Doing it for themselves: students creating a high quality peer-learning environment]], Kyle W. Galloway and Simon Burns, Chem. Educ. Res. Pract., 2015, DOI: 10.1039/C4RP00209A (cf. [[http://www.rsc.org/eic/2014/12/assessing-student-generated-content|eic]]) | * [[http://pubs.rsc.org/en/Content/ArticleLanding/2015/RP/C4RP00209A|Doing it for themselves: students creating a high quality peer-learning environment]], Kyle W. Galloway and Simon Burns, Chem. Educ. Res. Pract., 2015, DOI: 10.1039/C4RP00209A (cf. [[http://www.rsc.org/eic/2014/12/assessing-student-generated-content|eic]]) |
| * [[https://pubs.rsc.org/en/content/articlelanding/2015/RP/C5RP00096C|Diagnostic assessment of student misconceptions about the particulate nature of matter from ontological perspective]] Dilek Özalp and Ajda Kahveci, Chem. Educ. Res. Pract., 2015, 16, 619-639, DOI: 10.1039/C5RP00096C |
* ... | * ... |
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* [[https://pubs.rsc.org/en/content/articlelanding/2002/rp/b2rp90017c#!divAbstract|Teaching chemistry progressively: from substances, to atoms and molecules, to electrons and nuclei]] Peter G. NELSON, Chem. Educ. Res. Pract., Vol 3 n°2, pp 215-228, 2002 DOI: 10.1039/B2RP90017C | * [[https://pubs.rsc.org/en/content/articlelanding/2002/rp/b2rp90017c#!divAbstract|Teaching chemistry progressively: from substances, to atoms and molecules, to electrons and nuclei]] Peter G. NELSON, Chem. Educ. Res. Pract., Vol 3 n°2, pp 215-228, 2002 DOI: 10.1039/B2RP90017C |
* [[https://pubs.rsc.org/en/content/articlelanding/2002/rp/b2rp90023h#!divAbstract|The learning and teaching of the concepts « amount of substance » and « mole » : a review of the literature]], Carlos FURIÓ, Rafael AZCONA and Jenaro GUISASOLA Chem. Educ. Res. Pract., vol.3, n°3, pg 277-292, 2002 DOI: 10.1039/B2RP90023H | * [[https://pubs.rsc.org/en/content/articlelanding/2002/rp/b2rp90023h#!divAbstract|The learning and teaching of the concepts « amount of substance » and « mole » : a review of the literature]], Carlos FURIÓ, Rafael AZCONA and Jenaro GUISASOLA Chem. Educ. Res. Pract., vol.3, n°3, pg 277-292, 2002 DOI: 10.1039/B2RP90023H |
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| ==== 2001 ==== |
| * [[https://pubs.rsc.org/en/content/articlelanding/2001/RP/B1RP90014E|Building the structural concepts of chemistry : some considerations from educational research]] Keith S. TABER, Chem. Educ. Res. Pract., vol.2 123-158, 2001 DOI: 10.1039/B1RP90014E |
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==== 2000 ==== | ==== 2000 ==== |