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Historical Material in Macro–Micro Thinking: Conceptual Change in Chemistry Education and the History of Chemistry
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Author(s):
Lars Scheffel
,
Wiebke Brockmeier
,
Ilka Parchmann
Publication date
(Print):
2009
Publisher:
Springer Netherlands
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HYDROGEN BRIDGES IN ORGANIC COMPOUNDS*
Maurice Huggins
(1936)
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Die Entwicklungsgeschichte der Chemie
H. E. Fierz-David
(1952)
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Ueber das Gesetz der Substitutionen und die Theorie der Typen
J Dumas
(1840)
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Book Chapter
Publication date (Print):
2009
Pages
: 215-250
DOI:
10.1007/978-1-4020-8872-8_11
SO-VID:
08407e4a-9364-44d4-939c-cf3119f64dcb
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Book chapters
pp. 1
Introduction: Macro, Submicro and Symbolic Representations and the Relationship Between Them: Key Models in Chemical Education
pp. 11
Learning at the Sub-micro Level: Structural Representations
pp. 31
Micro–Macro Thinking in Chemical Education: Why and How to Escape
pp. 55
Towards a Better Utilization of Diagrams in Research into the Use of Representative Levels in Chemical Education
pp. 75
Learning at the Symbolic Level
pp. 109
Learning at the Macro Level: The Role of Practical Work
pp. 137
Linking the Macroscopic, Sub-microscopic and Symbolic Levels: The Case of Inorganic Qualitative Analysis
pp. 151
The Efficacy of an Alternative Instructional Programme Designed to Enhance Secondary Students’ Competence in the Triplet Relationship
pp. 169
Linking the Macroscopic and Sub-microscopic Levels: Diagrams
pp. 195
Structure–Property Relations Between Macro and Micro Representations: Relevant Meso-levels in Authentic Tasks
pp. 215
Historical Material in Macro–Micro Thinking: Conceptual Change in Chemistry Education and the History of Chemistry
pp. 251
The Roles of Multimedia in the Teaching and Learning of the Triplet Relationship in Chemistry
pp. 285
The Application of a ‘Model of Modelling’ to Illustrate the Importance of Metavisualisation in Respect of the Three Types of Representation
pp. 309
Action Research to Promote the Formation of Linkages by Chemistry Students Between the Macro, Submicro, and Symbolic Representational Levels
pp. 333
Towards a Coherent Model for Macro, Submicro and Symbolic Representations in Chemical Education
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