识别还是不识别:化学教育研究与实践中的一种选择

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Chemistry Education Research and Practice Pub Date : 2024-03-18 DOI:10.1039/D4RP90003K
Jack Barbera, Scott E. Lewis, James Nyachwaya and Nicole Graulich
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To identify or not to identify: a choice in chemistry education research and practice
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来源期刊
CiteScore
4.80
自引率
26.70%
发文量
64
审稿时长
6-12 weeks
期刊介绍: The journal for teachers, researchers and other practitioners in chemistry education.
期刊最新文献
The Complexity of Chemistry Mindset Beliefs: A Multiple Case Study Approach Development of problem-solving skills supported by metacognitive scaffolding: Insights from students’ written work Fostering inclusive learning: customized kits in chemistry education and their influence on self-efficacy, attitudes and achievements Why do we assess students? Investigating General Chemistry Instructors’ Conceptions of Assessment Purposes and Their Relationships to Assessment Practices Assessing high school students’ chemical thinking using an essential questions-perspective framework
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