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  1. A View About the Short Histories of the Mole and Avogadro’s Number.Mustafa Sarikaya - 2013 - Foundations of Chemistry 15 (1):79-91.
    The mole and Avogadro’s number are two important concepts of science that provide a link between the properties of individual atoms or molecules and the properties of bulk matter. It is clear that an early theorist of the idea of these two concepts was Avogadro. However, the research literature shows that there is a controversy about the subjects of when and by whom the mole concept was first introduced into science and when and by whom Avogadro’s number was first calculated. (...)
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  • Towards Bildung-Oriented Chemistry Education.Jesper Sjöström - 2013 - Science & Education 22 (7):1873-1890.
  • Integrating Scientific Methods and Knowledge Into the Teaching of Newton’s Theory of Gravitation: An Instructional Sequence for Teachers’ and Students’ Nature of Science Education.Maria Develaki - 2012 - Science & Education 21 (6):853-879.
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  • Idealization in Chemistry: Pure Substance and Laboratory Product.Manuel Fernández-González - 2013 - Science & Education 22 (7):1723-1740.
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  • Emergence, Supervenience, and Introductory Chemical Education.Micah Newman - 2013 - Science & Education 22 (7):1655-1667.
    In learning chemistry at the entry level, many learners labor under misconceptions about the subject matter that are so fundamental that they are typically never addressed. A fundamental misconception in chemistry appears to arise from an adding of existing phenomenal concepts to newly-acquired chemical concepts, so that beginning learners think of chemical entities as themselves having the very same ‘macro’ properties that we observe through the senses. Those who teach or practice chemistry never acquire these misconceptions because they were able (...)
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  • School Chemistry: An Historical and Philosophical Approach.Mercè Izquierdo-Aymerich - 2013 - Science & Education 22 (7):1633-1653.
  • Designing Authentic Learning Environments in Chemistry Lessons: Paving the Way in Pre-Service Teacher Education.Andrea Schumacher & Christiane S. Reiners - 2013 - Science & Education 22 (9):2173-2191.
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  • The Philosophical Works of Ludwik Fleck and Their Potential Meaning for Teaching and Learning Science.Ingo Eilks, Avi Hofstein, Rachel Mamlok-Naaman, Peter Heering & Marc Stuckey - 2015 - Science & Education 24 (3):281-298.
    This paper discusses essential elements of the philosophical works of Ludwik Fleck and their potential interpretation for the teaching and learning of science. In the early twentieth century, Fleck made substantial contributions to understanding the sociological character of the nature of science and explaining the embedding of science in society. His works have several parallels to the later and very popular work, The Structure of Scientific Revolutions, by Thomas S. Kuhn, although Kuhn only indirectly referred to the influence of Fleck (...)
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  • Towards Teaching Chemistry as a Language.Pierre Laszlo - 2013 - Science & Education 22 (7):1669-1706.
  • Integrating Epistemological Perspectives on Chemistry in Chemical Education: The Cases of Concept Duality, Chemical Language, and Structural Explanations.Ebru Kaya & Sibel Erduran - 2013 - Science & Education 22 (7):1741-1755.
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