Themed Issue 2010
20 March 2009
The theme for the 2010 special issue is 'Evidentially-based curriculum development.'
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®
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
Contents list for Chemistry Education Research and Practice, issue 2, 2009
Front cover
Chem. Educ. Res. Pract., 2009, 10, 71
DOI: 10.1039/b908242p
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
