Les deux révisions précédentes Révision précédente | Prochaine révisionLes deux révisions suivantes |
teaching:biblio-10.1021-acs.chemrev.8b00020 [2019/11/29 02:51] – villersd | teaching:biblio-10.1021-acs.chemrev.8b00020 [2019/12/05 13:42] – [Concepts inventories] villersd |
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* Claesgens, J.; Scalise, K.; Wilson, M.; Stacy, A. Mapping Student Understanding in Chemistry: The Perspectives of Chemists. Sci. Educ. 2009, 93, 56– 85, DOI: 10.1002/sce.20292 | * Claesgens, J.; Scalise, K.; Wilson, M.; Stacy, A. Mapping Student Understanding in Chemistry: The Perspectives of Chemists. Sci. Educ. 2009, 93, 56– 85, DOI: 10.1002/sce.20292 |
* Becker, N. M.; Rupp, C. A.; Brandriet, A. [[https://pubs.rsc.org/en/content/articlelanding/2017/rp/c6rp00205f#!divAbstract|Engaging Students in Analyzing and Interpreting Data to Construct Mathematical Models: An Analysis of Students’ Reasoning in a Method of Initial Rates Task]]. Chem. Educ. Res. Pract. 2017, 18, 798– 810, DOI: 10.1039/C6RP00205F → **kinetics** | * Becker, N. M.; Rupp, C. A.; Brandriet, A. [[https://pubs.rsc.org/en/content/articlelanding/2017/rp/c6rp00205f#!divAbstract|Engaging Students in Analyzing and Interpreting Data to Construct Mathematical Models: An Analysis of Students’ Reasoning in a Method of Initial Rates Task]]. Chem. Educ. Res. Pract. 2017, 18, 798– 810, DOI: 10.1039/C6RP00205F → **kinetics** |
| * [[https://www.stem.org.uk/best-evidence-science-teaching|Best Evidence Science Teaching]] (University of York) : collection of free research evidence-informed resources for effective teaching of difficult ideas, embedded formative assessment and adaptive lesson planning : |
| * **[[https://www.stem.org.uk/best/chemistry-earth-science/big-idea-substances-and-properties|Substances and properties]]** |
| * **[[https://www.stem.org.uk/best/chemistry-earth-science/big-idea-particles-and-structure|Particles and structure]]** |
| * **[[https://www.stem.org.uk/best/chemistry-earth-science/big-idea-chemical-reactions|Chemical reactions]]** |
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Importance de la metacognition : | Importance de la metacognition : |