| Les deux révisions précédentes Révision précédente | Prochaine révisionLes deux révisions suivantes |
| * [[https://pubs.acs.org/doi/10.1021/acs.jchemed.7b00558|Problem-Based Approach to Teaching Advanced Chemistry Laboratories and Developing Students’ Critical Thinking Skills]] Joseph G. Quattrucci, J. Chem. Educ., 2018, 95 (2), pp 259–266 DOI: 10.1021/acs.jchemed.7b00558 | * [[https://pubs.acs.org/doi/10.1021/acs.jchemed.7b00558|Problem-Based Approach to Teaching Advanced Chemistry Laboratories and Developing Students’ Critical Thinking Skills]] Joseph G. Quattrucci, J. Chem. Educ., 2018, 95 (2), pp 259–266 DOI: 10.1021/acs.jchemed.7b00558 |
| * [[http://pubs.acs.org/doi/10.1021/acs.jchemed.7b00335|Practicing What We Preach: Assessing “Critical Thinking” in Organic Chemistry]] Ryan L. Stowe and Melanie M. Cooper, Journal of Chemical Education 2017 94 (12), 1852-1859 DOI: 10.1021/acs.jchemed.7b00335 | * [[http://pubs.acs.org/doi/10.1021/acs.jchemed.7b00335|Practicing What We Preach: Assessing “Critical Thinking” in Organic Chemistry]] Ryan L. Stowe and Melanie M. Cooper, Journal of Chemical Education 2017 94 (12), 1852-1859 DOI: 10.1021/acs.jchemed.7b00335 |
| | * [[https://pubs.acs.org/doi/10.1021/acs.jchemed.2c00223|How Can Socio-scientific Issues Help Develop Critical Thinking in Chemistry Education? A Reflection on the Problem of Plastics]] María del Mar López-Fernández, Francisco González-García, and Antonio Joaquín Franco-Mariscal, Chem. Educ. 2022, 99, 10, 3435–3442 DOI: 10.1021/acs.jchemed.2c00223 |