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Studies in Science Education Volume 55, 2019 - Issue 2
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Articles

A categorisation of the terminological sources of student difficulties when learning chemistry

Juan QuílezDepartment of Education and Specific Didactics, Universitat Jaume I, Castelló de la Plana, SpainCorrespondence[email protected]
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Pages 121-167 | Published online: 11 Dec 2019

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Read on this site (2)

Elif Atabek-Yigit. (2024) Exploring the optimal learning moments in a university-level chemistry course. Interactive Learning Environments 32:2, pages 627-638.
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Juan Quílez. (2021) Supporting Spanish 11th grade students to make scientific writing when learning chemistry in English: the case of logical connectives. International Journal of Science Education 43:9, pages 1459-1482.
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Articles from other publishers (14)

Rebecca C. Fantone, Eleni Geragosian, Megan Connor & Ginger V. Shultz. (2024) Exploring post-secondary chemistry instructors’ knowledge for teaching 1 H NMR spectroscopy . Chemistry Education Research and Practice.
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Christine E. Mundy, Marietjie Potgieter & Michael K. Seery. (2024) Shedding light on language difficulties in introductory spectroscopy. Chemistry Education Research and Practice.
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Jennifer Scoggin & K. Christopher Smith. (2023) Enabling general chemistry students to take part in experimental design activities. Chemistry Education Research and Practice 24:4, pages 1229-1242.
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Corinna Mönch & Silvija Markic. (2023) Development, Implementation, and Evaluation of a Pre-service Chemistry Teacher Preparation Unit on Fostering Pedagogical Scientific Language Knowledge. Journal of Chemical Education 100:9, pages 3228-3239.
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Gyde Asmussen, Marc Rodemer & Sascha Bernholt. (2023) Blooming student difficulties in dealing with organic reaction mechanisms – an attempt at systemization. Chemistry Education Research and Practice 24:3, pages 1035-1054.
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Bartolomé Vázquez-Bernal & Roque Jiménez-Pérez. (2021) Modeling a Theoretical Construct on Pupils’ Difficulties in Problem Solving. Science & Education 32:1, pages 199-229.
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Nur Fitriyana, Heru Pratomo, Antuni Wiyarsi & Marfuatun. In-service high school chemistry teachers' view towards chemistry: Is it a difficult subject?. In-service high school chemistry teachers' view towards chemistry: Is it a difficult subject?.
Norovsuren Banzragch & Jargalsaikhan Byambaa. (2022) importance and the role of chemical language: A study of the content of chemical language in secondary school. Bulletin of the Institute of Chemistry and Chemical Technology:10, pages 140-146.
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Corinna Mönch & Silvija Markic. (2022) Exploring Pre-Service Chemistry Teachers’ Pedagogical Scientific Language Knowledge. Education Sciences 12:4, pages 244.
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Sevil Kurt. (2021) SECONDARY SCHOOL STUDENTS’ INTEREST IN PHYSICS, CHEMISTRY AND BIOLOGY CONCEPTS FROM DEVELOPMENTAL VIEW. Problems of Education in the 21st Century 79:6, pages 894-911.
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Juan Quílez. (2021) Le Châtelier’s Principle a Language, Methodological and Ontological Obstacle: An Analysis of General Chemistry Textbooks. Science & Education 30:5, pages 1253-1288.
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Abdul HASİB. (2021) Chemical etymology and beyond: a relevant book reviewKimyasal etimoloji ve ötesi: kitap incelemesi. Turkiye Kimya Dernegi Dergisi Kısım C: Kimya Egitimi 6:2, pages 165-170.
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Antonios Bakolis, Dimitrios Stamovlasis & Georgios Tsaparlis. (2021) Explicit teaching of problem categorization using concept mapping, and an exploratory study of its effect on student achievement and on conceptual understanding – the case of chemical equilibrium problems. Chemistry Teacher International 3:3, pages 269-284.
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Maria Rut Jiménez-Liso, Luisa López-Banet & Justin Dillon. (2020) Changing How We Teach Acid-Base Chemistry. Science & Education 29:5, pages 1291-1315.
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