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31st August
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| 10.00 – |
Registration |
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| 12.30 – 13. 55 |
Lunch |
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| 13.55 – 14.00 |
Opening |
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| 14.00 – 14.45 |
Plenary lecture I |
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Hans-Dieter Barke |
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Spatial ability and the avoidance of home-made
misconceptions in chemical education |
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| 14.45 – 15.00 |
Coffee break |
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Section A |
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Context based chemistry education 1 |
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| 15.00 – 15.30 |
Keynote lecture K1 |
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Ilka Parchmann |
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Context based chemistry education – one
approach towards a better understanding of chemistry? |
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| 15.30 – 15.50 |
Peter E. Childs, Jemma Lynch |
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STS in the Irish chemistry curriculum |
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| 15.50 – 16.10 |
Peter E. Childs, Maria Sheahan |
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Developing chemistry curriculum materials with
trainee teachers |
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| 16.10 – 16.30 |
Arminda Pedrosa, José Moreno |
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Context based chemistry meaningful learning,
environmental problems, practical work and teacher education |
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| 16.30 – 16.50 |
Petar B. A. Vrkljan |
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Ionization energies and the teaching of the atomic
structure |
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| 16.50 – 17.10 |
A. Seda Yücel, Inci Morgil, Nilgün
Seçken, Senar Temel, Evrim Ural and Hatice Güngör
Seyhan |
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The effects of some chemical events on daily
life and the contribution of their reflections in media to chemistry
education |
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Section B |
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Information and communication technology
in chemistry education 1 |
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| 15.00 – 15.30 |
Keynote lecture K2 |
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Attila Fõzõ |
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E-Learning in chemistry education – the
Sulinet digital knowledge base |
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| 15.30 – 15.50 |
Claire M. Mc Donnell, Christine M. O’Connor,
Michael K. Seery |
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A digital space odyssey in chemical education
- development of online tutoring skills and the application
of information and communication technology (ICT) to teach transferable
skills |
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| 15.50 – 16.10 |
James Lovatt, Odilla E. Finlayson, Paraic
James |
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Evaluation of student engagement with a virtual
learning environment (Moodle) in the teaching of 1st year undergraduate
organic chemistry |
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| 16.10 – 16.30 |
Santiago Sandi-Ureña, Melanie
M. Cooper |
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Assessment of metacognition in chemistry problem-solving
using IMMEX, a web-based automated tool, and MCA, a self-report
instrument |
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| 16.30 – 16.50 |
J. Lampiselkä, K. Juuti, J. Lavonen |
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Designing a Web-based learning environment of
chemistry didactics for primary school teacher education |
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| 16.50 – 17.10 |
Pirjo Pietikäinen, Sirkka-Liisa
Maunu |
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Virtual learning environment in activation of
learning process |
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| 17.10 – 17.30 |
Thomas Connolly, Tony Taylor, Mark Stansfield,
Omar Gil-Posada |
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Staff attitudes to e-Learning in the analytical
chemistry industry |
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| 18.00 – 21.00 |
Poster session and welcome reception |
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Opening speech: Luca Szalay |
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1st September
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| 9.00 – 9.45 |
Plenary lecture II |
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Mare Taagepera |
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Knowledge space theory: application in chemical
education |
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| 9.45 – 10.00 |
Coffee break |
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Section C |
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“Live” experiments in chemistry
teaching
Nanochemistry and chemical education |
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| 10.00 – 10.30 |
Keynote lecture K3 |
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Michael W. Tausch |
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Live Experiments in Chemistry Teaching - What
is needed? |
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| 10.30 – 10.50 |
Jan Apotheker, Anne van Streun, Martin
Goedhart, Albert Pilot |
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Implementation of cooperative learning in the
chemistry classroom |
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| 10.50 – 11.10 |
Nataša Gros, Margareta Vrtacnik |
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Low cost easily upgradeable analytical instruments
- novel extended experimental opportunities for schools |
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| 11.10 – 11.30 |
Lorraine McCormack, Odilla Finlayson,
Tom McCloughlin |
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Sustaining science - smoothing the transition |
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| 11.30 – 11.50 |
Christine O’Connor, Hugh Hayden |
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Contextualising nanotechnology in chemistry education |
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| 11.50 – 12.10 |
Nenad Judaš, Petar B. A. Vrkljan |
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The historical experiment in context of modern
chemistry teaching |
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| 12.10 – 12.30 |
Georgios Tsaparlis |
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Contribution of the electronic journal Chemistry
Education Research and Practice to the maturation of European
chemistry education research and practice |
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Section D |
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Teachers’ training in the light
of the Bologna Declaration
Context based chemistry education 2 |
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| 10.00 – 10.30 |
Keynote lecture K4 |
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Ryszard M. Janiuk |
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Teachers’ training in the light of the
Bologna Declaration |
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| 10.30 – 10.50 |
Marek Frankowicz, Leo Gros, Hanna Gulinska,
Iwona Maciejowska |
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Teachers as “Products” and “Architects”
of the Bologna Process |
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| 10.50 – 11.10 |
Christiane S. Reiners |
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Steps towards an understanding of the nature
of science by authentic learning environments in teacher education |
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| 11.10 – 11.30 |
Šárka Klementová |
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Degree structure of biology teachers´ education
– experience and new approaches |
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| 11.30 – 11.50 |
Michael K. Seery, Christine O’Connor,
Claire Mc Donnell |
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Less cookery and more chemistry: problem-based
learning in the laboratory |
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| 11.50 – 12.10 |
Uri Zoller, David Ben-Chaim, Miri Barak |
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Can purposed higher-order cognitive skills-promoting
chemistry teaching enhance students' critical thinking? |
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| 12.10 – 12.30 |
Günther Harsch |
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Students discover organic chemistry: Inquiry
based learning processes and their results |
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Section E |
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Information and communication technology
in chemistry education 2 |
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| 10.00 – 10.20 |
Don Brattan, Tony Rest, Raymond G. Wallace |
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Chemistry animations |
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| 10.20 – 10.40 |
Inci Morgil, Orhan Morgil |
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ICT supported educational module for green house
effect |
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| 10.40 – 11.00 |
Pascal Mimero, Anthony Smith, ECTN Members |
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Assessing chemistry in Europe with EChemTest
and testing centres |
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| 11.00 – 11.20 |
E. Pierri, A. Karatrantou, Ch. Panagiotakopoulos |
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Exploring the phenomenon of “change of
phase” of pure substances using the MBL system |
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| 11.20 – 11.40 |
Carla Morais, João Paiva |
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Chemistry in the kitchen, a window out on the
Web |
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| 11.40 – 12.00 |
Marek Kwiatkowsk |
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Interactive visualisation of chemistry content
in multimedia textbooks: Spectrometry |
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| 12.00 – 12.20 |
Mouroutoglou Chris, Alimisis Dimitris |
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Learning photosynthesis in a computer-based interactive
environment |
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| 12.20 – 14.00 |
Lunch |
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| 14.00 – 14.45 |
Plenary lecture III |
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Beno Csapó |
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Forms of chemistry knowledge: potentials of chemistry
education in shaping students’ mind |
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| 14.45 – 15.00 |
Coffee break |
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Section F |
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Teaching methods |
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| 15.00 – 15.30 |
Keynote lecture K5 |
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István T. Horváth |
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Solution to environmental problems: green chemistry |
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| 15.30 – 15.50 |
K. M. Vilonen, A. O. I. Krause |
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From “cook book chemistry” to creative
thinking – PBL in laboratory and project works |
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| 15.50 – 16.10 |
Nilgün Seçken, inci Morgil,
A. Seda Yücel, Hatice Güngör Seyhan, Evrim Ural,
Senar Temel |
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The effect of constructivism on teaching the
unit "journey to the inner structure of matter" |
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| 16.10 – 16.30 |
Senar Temel, Inci Morgil, Özge Özyalçin
Oskay, Hatice Güngör Seyhan, Evrim Ural, Soner Yavuz |
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Determination of the views of preservice chemistry
students about the nature of science and science teaching |
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| 16.30 – 16.50 |
Hatice Güngör Seyhan, Inci
Morgil, Evrim Ural, Senar Temel |
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Investigating the effects of hands on and working
with groups methods on attitude towards chemistry and anxiety |
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Section G |
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Meaningful learning |
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| 15.00 – 15.30 |
Keynote lecture K6 |
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József Gyulai |
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Nanochemistry and chemical education |
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| 15.30 – 15.50 |
Christina Stefani, Georgios Tsaparlis |
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University chemistry students’ alternative
ideas about atomic orbitals, molecular orbitals, and hybridization |
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| 15.50 – 16.10 |
Aytekin Cokelez, Alain Dumon |
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A comparative study of French and Turkish students
(grades 11-12) ideas on acid – base reactions |
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| 16.10 – 16.30 |
Gülsüm G. Firat, Ayla Çetin,
Arzu Ayhan, Ömer Geban |
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Facilitating conceptual change in acid base concepts
through conceptual chance instruction |
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| 16.30 – 16.50 |
Z. Demet Kirbulut, Omer Geban |
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Ninth grade students’ misconceptions related
to solution chemistry |
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| 15.40 – 16.50 |
Workshop |
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Nenad Judaš |
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| 16.55 – 17.40 |
Closing lecture IV |
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Viktor Obendrauf |
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Whipped Cream and Soda Siphon Chargers - Twins
from the supermarket for chemical education |
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| 17.40 – 17.50 |
Closing |
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| 19.30 – |
Excursion with conference dinner |
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List of posters
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Jasna Adamov, Mirjana Segedinac, Róbert
Bakos |
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Survey of application of information-communication
technologies in primary schools in Novi Sad, Serbia |
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Jan Apotheker |
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Context oriented learning in the Netherlands. |
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Dilek Ardac, Sevil Akaygun |
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Using worksheets to guide interpretation of molecular
representations included in a multimedia presentation |
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Agnaldo Arroio, Ubirajara P. Filho, Albérico
B. F. da Silva |
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Teaching training for Post-Graduate students |
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Agnaldo Arroio, Albérico B. F.
da Silva |
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Brazilian students’ conceptions about quantum
chemical concepts |
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C. Blanch, M. Olivella, V. Lòpez,
A. Hueso, C. Oliveras, R. Escriu |
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Project of educational innovation for the fundamentals
of chemistry course on the biotechnology degree |
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Andrzej Burewicz, Piotr Jagodzinski,
Robert Wolski |
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Alternative laboratory experiments in chemistry
education |
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Liberato Cardellini, Saveria Monosi |
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Some doubts on the use of concept maps for assessment |
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Hana Ctrnáctová, Lenka
Poláková, Pavlína Nová |
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d-block elements in chemistry – visualisation
of the subject matter |
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David-S. Di Fuccia, Bernd Ralle |
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Teachers planning their lessons together –
a case study out of the project Chemie im Kontext |
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David-S. Di Fuccia, Bernd Ralle |
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Practical activities and assessment in lower
and higher secondary education |
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Éva Dobó-Tarai, Zoltán
Tóth, Ibolya Revák-Markóczi Ilona, K. Schneider,
Franz Oberländer |
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A study of 1st graders’ prior knowledge
about water using interview based knowledge space theory |
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Dario Duca, Sergio Giuffrida, Alberta
Fontana |
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Information science and computational methods
in modern chemistry education |
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Margarita Rosa Gómez Moliné |
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A case study approach to teaching chemistry:
the chemical industry in Mexico |
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Aylin Gunay, Aysenur Yontar Togrol |
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Effects of guided and semi - guided investigations
on sixth grade students’ conceptualization levels |
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Timothy G Harrison, Dudley E Shallcross |
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Practical chemistry opportunities for school students provided
by the school of chemistry, University of Bristol, UK |
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Márk Kalinovits, István
T. Horváth |
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Regional Green Chemistry Laboratory |
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Agnieszka Kaminska-Ostep, Hanna Gulinska |
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Studies on chemical education of dyslexic pupils |
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Jasminka Korolija, Nikolina Novakovic,
Ljuba M. Mandic |
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Get to know vitamin c properties through a laboratory
work |
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Malgorzata Krzeczkowska, Iwona Maciejowska |
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Transition from secondary to higher education
– Jagiellonian example |
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Lajos Ludányi, Zoltán Tóth |
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How do students define the concept of the atom? |
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Iwona Maciejowska, Malgorzata Brindell,
Renata Wietecha-Posluszny |
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Residential summer school – efficacious
way of academic teachers’ training |
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Merino, C, Sanmartí, N |
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Students’ spontaneous use of a particulate
model for chemical change. A phenomenographic approach |
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József Molnár, Lívia
Molnár-Hamvas, József Molnár Jr |
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Self-training programs for chemistry learning |
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João Paiva, Carla Morais |
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Molecularium: molecular simulations on line for
the teaching of chemistry |
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Mirjana Segedinac, Bakos Róbert,
Jasna Adamov |
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Influence of electronically-based problem-solving
education in biochemistry teaching to the structures of students
knowledge |
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Krystyna Regina Skrok |
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Formation of pupils’ ecological responsibility
and chemistry teaching contents in junior secondary school |
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Zoltán Tóth |
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Mapping students’ knowledge structures
in understanding and applying basic physical and chemical quantities
by the use of knowledge space theory |
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Dragica Trivic, Snežana Bojovic |
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Teacher education at the Faculty of Chemistry,
University in Belgrade in accordance with the Bologna Declaration
trend |
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Andero Vaarik, Mare Taagepera, Lembi
Tamm |
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Visualized models of atomic structure |
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Margherita Venturi, Paola Ambrogi, Monica
Caselli, Marco Montalti |
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Make sense of nanochemisrty and nanotechnology |
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Soner Yavuz, Inci Morgil, Hatice Güngör
Seyhan, Evrim Ural, Senar Temel ve Özge Özyalçin
Oskay |
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Demonstration applications in chemistry education |
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