Vol. 3 No. 4 (2015)

DOI: https://doi.org/10.31129/lumat.v3i4

Published: 2015-09-15

Articles

Design and evaluation framework for relevant chemistry-related educational card and board games

Maiju Tuomisto, Maija Aksela

429-438
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Epistemological rupture in the discourse of high school teachers: The case of the atomic theories

Abdeljalil Métioui, Louis Trudel

439-448
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Implementing innovations in chemistry learning and sustainability education in a non-formal student laboratory context

Nicole Garner, Antje Siol, Johannes Huwer, Rolf Hellman Rolf Hempelmann, Ingo Eilks

449-461
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The student-curated exhibition - A new approach to getting in touch with science

Lorenz Kampschulte, Ilka Parchmann

462-482
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Clarifying chemistry concepts through language analysis

Liliana Mammino

483-500
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Teaching high-school students nanoscience and nanotechnology

Dimitris Stavrou, Emily Michailidi, Giannis Sgouros, Kyriaki Dimitriadi

501-511
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Teaching enquiry with mysteries incorporated: The benefits of involving pre-service teachers

Beulah McManus, Anne O’Dwyer, Peter Childs, Joanne Broggy, Orla McCormack

512-528
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Conditions of implementation of an inductive learning sequence about the periodic table in high school chemistry

Louis Trudel, Abdeljalil Métioui

529-544
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What is the research evidence for using visualization techniques in the chemistry classroom? How should these techniques be implemented?

Vickie M. Williamson

545-555
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IBSE in chemistry education - Testing students' skills and teacher training

Hana Čtrnáctová, Lenka Čtrnáctová, Petr Šmejkal

556-567
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Physical chemistry education - The 2014 themed issue of chemistry education research and practice

Georgios Tsaparlis, Odilla E. Finlayson

568-572
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Some contributions of metavisualization in chemical education: A new field of research

Solange Locatelli, Agnaldo Arroio

573-582
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Visualizing chemistry - IT-based learning in chemistry education

Michael Urbanger, Andreas Kometz

583-591
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