High School and Preservice Chemistry Teacher Education Students’ Understanding of Voltaic and Electrolytic Cell Concepts: Evidence of Consistent Learning Difficulties Across Years-Reference-Cited by-同舟云学术

High School and Preservice Chemistry Teacher Education Students’ Understanding of Voltaic and Electrolytic Cell Concepts: Evidence of Consistent Learning Difficulties Across Years

Published:2021-10-15 Issue: Volume: Page:
ISSN:1571-0068
Container-title:International Journal of Science and Mathematics Education
language:en
Short-container-title:Int J of Sci and Math Educ

Author:

Rahayu Sri^ORCID,Treagust David F.^ORCID,Chandrasegaran A. L.

Publisher

Springer Science and Business Media LLC

Subject

General Mathematics,Education

Link

https://link.springer.com/content/pdf/10.1007/s10763-021-10226-6.pdf

Reference59 articles.

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3. Adadan, E., & Yavuzkaya, M. N. (2018). Examining the progression and consistency of thermal concepts: A cross age study. International Journal of Science Education, 40(4), 371–396. https://doi.org/10.1080/09500693.2018.1423711

4. Adams, W. K., & Wieman, C. E. (2011). Development and validation of instruments to measure learning of expert-like thinking. International Journal of Science Education, 33(9), 1289–1312. https://doi.org/10.1080/09500693.2010.512369

5. Akram, M., Surif, J., & Ali, M. (2014). Conceptual difficulties of secondary school students in electrochemistry. Asian Social Science, 10(19), 276–281. https://doi.org/10.5539/ass.v10n19p276

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