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Chemistry Education Research and Practice

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

4 Issues per Year

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Chemistry Education Research and Practice

The coherent versus fragmented knowledge hypotheses for the structure of matter: an investigation with a robust statistical methodology

The timing of an experiment in the laboratory program is crucial for the student laboratory experience: acylation of ferrocene as a case study

A study of approaches to solving open-ended problems in chemistry

Students' understanding of the nature of matter and chemical reactions – a longitudinal study of conceptual restructuring

The role of conceptual change texts to improve students' understanding of alkenes

Research-based design and development of a simulation of liquid–vapor equilibrium

Using wiki to create a learning community for chemistry teacher leaders

Modeling meaningful learning in chemistry using structural equation modeling

Using computer simulations in chemistry problem solving

Case study applications in chemistry lesson: gases, liquids, and solids

Effects of an intellectually caring model on urban African American alternative high school students' conceptual change and achievement in chemistry

A three-attribute transfer skills framework – part I: establishing the model and its relation to chemical education

How does viewing one computer animation affect students' interpretations of another animation depicting the same oxidation–reduction reaction?

Can You Tube it? Providing chemistry teachers with technological tools and enhancing their self-efficacy beliefs

Speaking across levels – generating and addressing levels confusion in discourse

Interactive simulations as implicit support for guided-inquiry

Diagnosing pre-service science teachers' understanding of chemistry concepts by using computer-mediated predict–observe–explain tasks

Implementation and assessment of Cognitive Load Theory (CLT) based questions in an electronic homework and testing system

Line up, line up: using technology to align and enhance peer learning and assessment in a student centred foundation organic chemistry module

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