Learning progressions and teaching sequences – old wine in new skins?-Reference-Cited by-同舟云学术

Learning progressions and teaching sequences – old wine in new skins?

Published:2018 Issue:4 Volume:19 Page:989-997
ISSN:1109-4028
Container-title:Chemistry Education Research and Practice
language:en
Short-container-title:Chem. Educ. Res. Pract.

Author:

Bernholt Sascha¹²³⁴^ORCID,Sevian Hannah⁵⁶⁷⁸^ORCID

Affiliation:

1. Department of Chemistry Education

2. Leibniz-Institute for Science and Mathematics Education (IPN)

3. Kiel

4. Germany

5. Department of Chemistry

6. University of Massachusetts Boston

7. Boston

8. USA

Publisher

Royal Society of Chemistry (RSC)

Subject

Education,Chemistry (miscellaneous)

Link

http://pubs.rsc.org/en/content/articlepdf/2018/RP/C8RP90009D

Reference69 articles.

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2. Amaral E. M. R. D., Ratis Tenório da Silva J. R. and Sabino J. D., (2018), Analysing processes of conceptualization for students in lessons on substance from the emergence of conceptual profile zones, Chem. Educ. Res. Pract. , 10.1039/c8rp00050f

3. American Association for the Advancement of Science and National Science Teachers Association, (2007), Atlas of science literacy: Project 2061 , Washington, DC: AAAS

4. Anderson L. W. and Krathwohl D. R. (ed.), (2001), A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives , White Plains, NY: Longman

5. Bain K. and Towns M. H., (2016), A review of research on the teaching and learning of chemical kinetics, Chem. Educ. Res. Pract. , 17 (2), 246–262

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