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Research in Science & Technological Education Volume 35, 2017 - Issue 2
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Original Articles

The influence of textbooks on teachers’ knowledge of chemical bonding representations relative to students’ difficulties understanding

Anna BergqvistDepartment of Engineering and Chemical Sciences, Karlstad University, Karlstad, Sweden
&
Shu-Nu Chang RundgrenDepartment of Education, Stockholm University, Stockholm, SwedenCorrespondence[email protected]
Pages 215-237 | Received 25 Oct 2016, Accepted 13 Feb 2017, Published online: 03 Apr 2017

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Martin Rusek, Karel Vojíř & Šárka Šubová. (2020) Lower-Secondary School Chemistry Textbooks’ Didactic Equipment. Chemistry-Didactics-Ecology-Metrology 25:1-2, pages 69-77.
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Asnat R. Zohar & Sharona T. Levy. (2019) Attraction vs. repulsion – learning about forces and energy in chemical bonding with the ELI-Chem simulation . Chemistry Education Research and Practice 20:4, pages 667-684.
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E Nursaadah, L Liliasari & A Mudzakir. (2019) Model of educational reconstruction of solid state chemistry: Students’ view of nature of science and technology. Journal of Physics: Conference Series 1157, pages 042034.
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Martin Rusek & Karel Vojíř. (2019) Analysis of text difficulty in lower-secondary chemistry textbooks. Chemistry Education Research and Practice 20:1, pages 85-94.
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Kennedy Kam Ho Chan & Anne Hume. 2019. Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science. Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science 3 76 .

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