RSC Publishing


Publishing

 

Chemistry Education Research and Practice

The journal for teachers, researchers and other practitioners in chemistry education.



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Themed Issue 2010

20 March 2009

The theme for the 2010 special issue is 'Evidentially-based curriculum development.'


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Now included in ISI

14 August 2008

RSC journal Chemistry Education Research and Practice (CERP), is pleased to announce its acceptance for the ISI Web of Knowledge®


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Previous Issues

Previous issues are being prepared for reload in the new issue style. In the meantime the PDFs for all previous issues are available from this page




  • Advance Articles


Contents list for Chemistry Education Research and Practice, issue 2, 2009

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Front cover
Chem. Educ. Res. Pract., 2009, 10, 71
DOI: 10.1039/b908242p

front cover image for Chemistry Education Research and Practice, Issue 2, 2009

Contents
Chem. Educ. Res. Pract., 2009, 10, 73
DOI: 10.1039/b908243n

SPECIAL ISSUE ON CHEMISTRY TEACHER EDUCATION: RECENT DEVELOPMENTS. GUEST EDITORS: INGO EILKS, UNIVERSITY OF BREMEN, AND ONNO DE JONG, UNIVERSITY OF KARLSTAD, SWEDEN

Chemistry teacher education – recent developments
Ingo Eilks and Onno de Jong,  Chem. Educ. Res. Pract., 2009, 10, 75
DOI: 10.1039/b908244c

Papers

Evaluating roadmaps to portray and develop chemistry teachers PCK about curricular structures concerning sub-microscopic models
Janina A. Bindernagel and Ingo Eilks,  Chem. Educ. Res. Pract., 2009, 10, 77
DOI: 10.1039/B908245j

Teachers perceptions of the teaching of acids and bases in Swedish upper secondary schools
Michal Drechsler and Jan Van Driel,  Chem. Educ. Res. Pract., 2009, 10, 86
DOI: 10.1039/b908246h

Using think-aloud protocols to investigate secondary school chemistry teachers misconceptions about chemical equilibrium
Derek Cheung,  Chem. Educ. Res. Pract., 2009, 10, 97
DOI: 10.1039/b908247f

Exploring chemistry teacher candidates profile characteristics, teaching attitudes and beliefs, and chemistry conceptions
Ajda Kahveci,  Chem. Educ. Res. Pract., 2009, 10, 109
DOI: 10.1039/b908248b

Chemistry teacher education to promote understanding of learning through effective reflective practice
Deborah Corrigan,  Chem. Educ. Res. Pract., 2009, 10, 121
DOI: 10.1039/b908249m

A novel course of chemistry as a scientific discipline: how do prospective teachers perceive nature of chemistry through visits to research groups?
Veli-Matti Vesterinen and Maija Aksela,  Chem. Educ. Res. Pract., 2009, 10, 132
DOI: 10.1039/b908250f

Comparing outcomes from two case studies on chemistry teachers readiness to change
Anne Laius, Klaara Kask and Miia Rannimäe,  Chem. Educ. Res. Pract., 2009, 10, 142
DOI: 10.1039/b908251b

Strategies for a professional development programme: empowering teachers for context-based chemistry education
Machiel J. Stolk, Astrid M. W. Bulte, Onno de Jong and Albert Pilot,  Chem. Educ. Res. Pract., 2009, 10, 154
DOI: 10.1039/b908252m

Towards a framework for a professional development programme: empowering teachers for context-based chemistry education
Machiel J. Stolk, Astrid M. W. Bulte, Onno de Jong and Albert Pilot,  Chem. Educ. Res. Pract., 2009, 10, 164
DOI: 10.1039/b908255g

Another piece of the puzzle: the relationship between beliefs and practice in higher education organic chemistry
Andrea Soledad Farré and Maria Gabriela Lorenzo,  Chem. Educ. Res. Pract., 2009, 10, 176
DOI: 10.1039/b908256p