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1
How flip teaching supports undergraduate chemistry laboratory learning
How flip teaching supports undergraduate chemistry laboratory learning
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How flip teaching supports undergraduate chemistry laboratory learning

Chem. Educ. Res. Pract, 2014-10, Vol.15 (4), p.55-567 [Peer Reviewed Journal]

ISSN: 1109-4028 ;ISSN: 1756-1108 ;EISSN: 1109-4028 ;DOI: 10.1039/c4rp00003j

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2
Faculty perspectives regarding the integration of systems thinking into chemistry education
Faculty perspectives regarding the integration of systems thinking into chemistry education
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Faculty perspectives regarding the integration of systems thinking into chemistry education

Chemistry Education Research and Practice, 2021-10, Vol.22 (4), p.855-865 [Peer Reviewed Journal]

Copyright Royal Society of Chemistry 2021 ;ISSN: 1109-4028 ;ISSN: 1756-1108 ;EISSN: 1109-4028 ;DOI: 10.1039/d1rp00078k

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3
Of teachers and textbooks: lower secondary teachers' perceived importance and use of chemistry textbook components
Of teachers and textbooks: lower secondary teachers' perceived importance and use of chemistry textbook components
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Of teachers and textbooks: lower secondary teachers' perceived importance and use of chemistry textbook components

Chemistry Education Research and Practice, 2022-09, Vol.23 (4), p.786-798 [Peer Reviewed Journal]

Copyright Royal Society of Chemistry 2022 ;ISSN: 1109-4028 ;EISSN: 1109-4028 ;DOI: 10.1039/d2rp00083k

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4
Barriers to the successful integration of ICT in teaching and learning environments : a review of the literature
Barriers to the successful integration of ICT in teaching and learning environments : a review of the literature
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Barriers to the successful integration of ICT in teaching and learning environments : a review of the literature

Eurasia Journal of Mathematics, Science and Technology Education, 2009, Vol.5 (3), p.235-245 [Peer Reviewed Journal]

2009. This work is published under https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1305-8223 ;ISSN: 1305-8215 ;EISSN: 1305-8223 ;DOI: 10.12973/ejmste/75275

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5
Impacts of the flipped classroom on student performance and problem solving skills in secondary school chemistry courses
Impacts of the flipped classroom on student performance and problem solving skills in secondary school chemistry courses
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Impacts of the flipped classroom on student performance and problem solving skills in secondary school chemistry courses

Chemistry Education Research and Practice, 2023-07, Vol.24 (3), p.125-134 [Peer Reviewed Journal]

Copyright Royal Society of Chemistry 2023 ;ISSN: 1109-4028 ;EISSN: 1109-4028 ;DOI: 10.1039/d2rp00339b

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6
Examining pre-service science teachers' development and utilization of written and oral argument and representation resources in an argument-based inquiry environment
Examining pre-service science teachers' development and utilization of written and oral argument and representation resources in an argument-based inquiry environment
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Examining pre-service science teachers' development and utilization of written and oral argument and representation resources in an argument-based inquiry environment

Chemistry Education Research and Practice, 2022-09, Vol.23 (4), p.948-968 [Peer Reviewed Journal]

Copyright Royal Society of Chemistry 2022 ;ISSN: 1109-4028 ;EISSN: 1109-4028 ;DOI: 10.1039/d2rp00152g

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7
Development of pre-service teachers' pedagogical content knowledge through a PCK-based school experience course
Development of pre-service teachers' pedagogical content knowledge through a PCK-based school experience course
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Development of pre-service teachers' pedagogical content knowledge through a PCK-based school experience course

Chemistry Education Research and Practice, 2021-04, Vol.22 (2), p.415-43 [Peer Reviewed Journal]

Copyright Royal Society of Chemistry 2021 ;ISSN: 1109-4028 ;ISSN: 1756-1108 ;EISSN: 1109-4028 ;DOI: 10.1039/d0rp00225a

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8
Efficacy of the Prev@cib 2.0 Program in Cyberbullying, Helping Behaviors and Perception of Help from the Teacher
Efficacy of the Prev@cib 2.0 Program in Cyberbullying, Helping Behaviors and Perception of Help from the Teacher
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Efficacy of the Prev@cib 2.0 Program in Cyberbullying, Helping Behaviors and Perception of Help from the Teacher

Revista electrónica de investigación psicoeducativa y psicopedagógica, 2022-09, Vol.20 (57), p.427 [Peer Reviewed Journal]

ISSN: 1699-5880 ;EISSN: 1696-2095 ;DOI: 10.25115/ejrep.v20i57.6684

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9
Lessons from the Impact of COVID-19 on Medical Educational Continuity and Practices
Lessons from the Impact of COVID-19 on Medical Educational Continuity and Practices
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Lessons from the Impact of COVID-19 on Medical Educational Continuity and Practices

Advances in physiology education, 2021-06, Vol.45 (2), p.390-398 [Peer Reviewed Journal]

Distributed under a Creative Commons Attribution 4.0 International License ;Copyright © 2021 the American Physiological Society 2021 American Physiological Society ;ISSN: 1043-4046 ;EISSN: 1522-1229 ;DOI: 10.1152/advan.00243.2020 ;PMID: 33961515

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10
Revealing the development of interaction among components of pedagogical content knowledge in teaching chemical equilibrium
Revealing the development of interaction among components of pedagogical content knowledge in teaching chemical equilibrium
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Revealing the development of interaction among components of pedagogical content knowledge in teaching chemical equilibrium

Chemistry Education Research and Practice, 2023-04, Vol.24 (2), p.624-636 [Peer Reviewed Journal]

Copyright Royal Society of Chemistry 2023 ;ISSN: 1109-4028 ;EISSN: 1109-4028 ;DOI: 10.1039/d2rp00159d

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11
Ontological orientations of educators sense of the atom and underlying source domains: a case study of Kotebe Metropolitan University, Ethiopia
Ontological orientations of educators sense of the atom and underlying source domains: a case study of Kotebe Metropolitan University, Ethiopia
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Ontological orientations of educators sense of the atom and underlying source domains: a case study of Kotebe Metropolitan University, Ethiopia

Chemistry Education Research and Practice, 2022-09, Vol.23 (4), p.885-897 [Peer Reviewed Journal]

Copyright Royal Society of Chemistry 2022 ;ISSN: 1109-4028 ;EISSN: 1109-4028 ;DOI: 10.1039/d2rp00001f

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12
Students' interactive engagement, academic achievement and self concept in chemistry: an evaluation of cooperative learning pedagogy
Students' interactive engagement, academic achievement and self concept in chemistry: an evaluation of cooperative learning pedagogy
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Students' interactive engagement, academic achievement and self concept in chemistry: an evaluation of cooperative learning pedagogy

Chemistry Education Research and Practice, 2023-04, Vol.24 (2), p.688-75 [Peer Reviewed Journal]

Copyright Royal Society of Chemistry 2023 ;ISSN: 1109-4028 ;EISSN: 1109-4028 ;DOI: 10.1039/d2rp00148a

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13
How teacher enthusiasm affects students' learning of chemistry declarative knowledge in video lectures
How teacher enthusiasm affects students' learning of chemistry declarative knowledge in video lectures
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How teacher enthusiasm affects students' learning of chemistry declarative knowledge in video lectures

Chemistry Education Research and Practice, 2022-09, Vol.23 (4), p.898-912 [Peer Reviewed Journal]

Copyright Royal Society of Chemistry 2022 ;ISSN: 1109-4028 ;EISSN: 1109-4028 ;DOI: 10.1039/d2rp00095d

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14
Student participation in a coastal water quality citizen science project and its contribution to the conceptual and procedural learning of chemistry
Student participation in a coastal water quality citizen science project and its contribution to the conceptual and procedural learning of chemistry
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Student participation in a coastal water quality citizen science project and its contribution to the conceptual and procedural learning of chemistry

Chemistry Education Research and Practice, 2022-01, Vol.23 (1), p.1-112 [Peer Reviewed Journal]

Copyright Royal Society of Chemistry 2022 ;ISSN: 1109-4028 ;ISSN: 1756-1108 ;EISSN: 1109-4028 ;DOI: 10.1039/d1rp00190f

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15
Pre-service chemistry teachers' use of pedagogical transformation competence to develop topic-specific pedagogical content knowledge for planning to teach acid-base equilibrium
Pre-service chemistry teachers' use of pedagogical transformation competence to develop topic-specific pedagogical content knowledge for planning to teach acid-base equilibrium
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Pre-service chemistry teachers' use of pedagogical transformation competence to develop topic-specific pedagogical content knowledge for planning to teach acid-base equilibrium

Chemistry Education Research and Practice, 2022-01, Vol.23 (1), p.137-158 [Peer Reviewed Journal]

Copyright Royal Society of Chemistry 2022 ;ISSN: 1109-4028 ;ISSN: 1756-1108 ;EISSN: 1109-4028 ;DOI: 10.1039/d1rp00106j

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16
Learning to teach chemical bonding: a framework for preservice teacher educators
Learning to teach chemical bonding: a framework for preservice teacher educators
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Learning to teach chemical bonding: a framework for preservice teacher educators

Chemistry Education Research and Practice, 2023-07, Vol.24 (3), p.896-913 [Peer Reviewed Journal]

Copyright Royal Society of Chemistry 2023 ;ISSN: 1109-4028 ;EISSN: 1109-4028 ;DOI: 10.1039/d2rp00049k

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17
Pre-service chemistry teachers' pedagogical content knowledge for integrated STEM development with LESMeR model
Pre-service chemistry teachers' pedagogical content knowledge for integrated STEM development with LESMeR model
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Article 		Add to My Research

Pre-service chemistry teachers' pedagogical content knowledge for integrated STEM development with LESMeR model

Chemistry Education Research and Practice, 2020-10, Vol.21 (4), p.163-182 [Peer Reviewed Journal]

Copyright Royal Society of Chemistry 2020 ;ISSN: 1109-4028 ;ISSN: 1756-1108 ;EISSN: 1109-4028 ;DOI: 10.1039/d0rp00074d

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18
Learning Mathematics From Home During COVID-19: Insights From Two Inquiry-Focussed Primary Schools
Learning Mathematics From Home During COVID-19: Insights From Two Inquiry-Focussed Primary Schools
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Learning Mathematics From Home During COVID-19: Insights From Two Inquiry-Focussed Primary Schools

Eurasia Journal of Mathematics, Science and Technology Education, 2021, Vol.17 (5), p.em1957 [Peer Reviewed Journal]

2021. This work is published under https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1305-8215 ;ISSN: 1305-8223 ;EISSN: 1305-8223 ;DOI: 10.29333/ejmste/10830

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19
Assessing teachers' knowledge: incorporating context-based learning in chemistry
Assessing teachers' knowledge: incorporating context-based learning in chemistry
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Assessing teachers' knowledge: incorporating context-based learning in chemistry

Chemistry Education Research and Practice, 2021-10, Vol.22 (4), p.13-119 [Peer Reviewed Journal]

Copyright Royal Society of Chemistry 2021 ;ISSN: 1109-4028 ;ISSN: 1756-1108 ;EISSN: 1109-4028 ;DOI: 10.1039/d0rp00359j

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20
The Peer Teachers' Perception of Intrinsic Motivation and Rewards
The Peer Teachers' Perception of Intrinsic Motivation and Rewards
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The Peer Teachers' Perception of Intrinsic Motivation and Rewards

Advances in physiology education, 2021-12, Vol.45 (4), p.758-768 [Peer Reviewed Journal]

Copyright American Physiological Society Dec 2021 ;ISSN: 1043-4046 ;EISSN: 1522-1229 ;DOI: 10.1152/advan.00023.2021

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