| Les deux révisions précédentes Révision précédente Prochaine révision | Révision précédente Prochaine révisionLes deux révisions suivantes |
| teaching:articles_didactique_chimie [2022/04/09 05:50] – [2022] villersd | teaching:articles_didactique_chimie [2022/04/22 11:12] – [2022] villersd |
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| ==== 2022 ==== | ==== 2022 ==== |
| | * [[https://pubs.acs.org/toc/jceda8/99/4|Journal of Chemical Education | Vol 99, No 4]] |
| | * [[https://pubs.acs.org/doi/10.1021/acs.jchemed.1c00881|Graphical Application to Assist Students Understand the Basic Concepts in Acid–Base Titrations]] |
| | * [[https://pubs.acs.org/doi/10.1021/acs.jchemed.1c00819|Calculating the pH of a Strong Acid or a Strong Base Before and After Instruction in General and Analytical Chemistry]] |
| | * [[https://pubs.acs.org/doi/10.1021/acs.jchemed.1c00892|Exploring the Viability and Role of Virtual Laboratories in Chemistry Education Using Two Original Modules]] |
| | * [[https://pubs.acs.org/doi/10.1021/acs.jchemed.1c01006|Designing Virtual Laboratory Exercises Using Microsoft Forms]] |
| | * [[https://pubs.acs.org/doi/10.1021/acs.jchemed.1c00292|Creating Representation in Support of Chemical Reasoning to Connect Macroscopic and Submicroscopic Domains of Knowledge]] |
| * [[https://pubs.acs.org/toc/jceda8/99/3|Journal of Chemical Education | Vol 99, No 3]] | * [[https://pubs.acs.org/toc/jceda8/99/3|Journal of Chemical Education | Vol 99, No 3]] |
| * [[https://pubs.acs.org/doi/10.1021/acs.jchemed.1c00642|Gamified Virtual Laboratory Experience for In-Person and Distance Students]] | * [[https://pubs.acs.org/doi/10.1021/acs.jchemed.1c00642|Gamified Virtual Laboratory Experience for In-Person and Distance Students]] |
| ==== 2022 ==== | ==== 2022 ==== |
| * [[https://pubs.rsc.org/en/journals/journalissues/rp#!issueid=rp023002&type=current&issnprint=1109-4028|Volume 23, 01 April 2022, Issue 2, Page 277 to 507]] | * [[https://pubs.rsc.org/en/journals/journalissues/rp#!issueid=rp023002&type=current&issnprint=1109-4028|Volume 23, 01 April 2022, Issue 2, Page 277 to 507]] |
| | * [[https://pubs.rsc.org/en/content/articlelanding/2022/rp/d1rp00282a|Pedagogical chemistry sensemaking: a novel conceptual framework to facilitate pedagogical sensemaking in model-based lesson planning]] |
| * [[https://pubs.rsc.org/en/content/articlelanding/2022/rp/d2rp90003c|How do we know when students are learning? Shining a light on chemistry education practitioner research articles - Chemistry Education Research and Practice (RSC Publishing)]] | * [[https://pubs.rsc.org/en/content/articlelanding/2022/rp/d2rp90003c|How do we know when students are learning? Shining a light on chemistry education practitioner research articles - Chemistry Education Research and Practice (RSC Publishing)]] |
| * [[https://pubs.rsc.org/en/content/articlelanding/2022/rp/d1rp00317h|VR in chemistry, a review of scientific research on advanced atomic/molecular visualization - Chemistry Education Research and Practice (RSC Publishing)]] | * [[https://pubs.rsc.org/en/content/articlelanding/2022/rp/d1rp00317h|VR in chemistry, a review of scientific research on advanced atomic/molecular visualization - Chemistry Education Research and Practice (RSC Publishing)]] |