SEARCH

SEARCH BY CITATION

Cited in:

CrossRef

This article has been cited by:

  1. 1
    Clara Alvarado, Florentina Cañada, Andoni Garritz, Vicente Mellado, Canonical pedagogical content knowledge by CoRes for teaching acid–base chemistry at high school, Chem. Educ. Res. Pract., 2015, 16, 3, 603

    CrossRef

  2. 2
    Gabriela Szteinberg, Paula Brenes, Heilen Arce, Hannah Sevian, Concepción de la identidad química en estudiantes y profesores de química. Parte II: comparación entre participantes en dos universidades de diferentes países, Educación Química, 2015, 26, 2, 100

    CrossRef

  3. 3
    Patrice Potvin, Érik Sauriol, Martin Riopel, Experimental evidence of the superiority of the prevalence model of conceptual change over the classical models and repetition, Journal of Research in Science Teaching, 2015, 52, 6
  4. 4
    Nicole Graulich, Intuitive Judgments Govern Students’ Answering Patterns in Multiple-Choice Exercises in Organic Chemistry, Journal of Chemical Education, 2015, 92, 2, 205

    CrossRef

  5. 5
    M. L. Weinrich, V. Talanquer, Mapping students' conceptual modes when thinking about chemical reactions used to make a desired product, Chem. Educ. Res. Pract., 2015, 16, 3, 561

    CrossRef

  6. 6
    Russell N. Balliet, Eric M. Riggs, Adam V. Maltese, Students' problem solving approaches for developing geologic models in the field, Journal of Research in Science Teaching, 2015, 52, 6
  7. 7
    Nicole Graulich, The tip of the iceberg in organic chemistry classes: how do students deal with the invisible?, Chem. Educ. Res. Pract., 2015, 16, 1, 9

    CrossRef

  8. 8
    Vicente Talanquer, Threshold Concepts in Chemistry: The Critical Role of Implicit Schemas, Journal of Chemical Education, 2015, 92, 1, 3

    CrossRef

  9. 9
    Vicente Talanquer, Chemistry Education: Ten Heuristics To Tame, Journal of Chemical Education, 2014, 91, 8, 1091

    CrossRef

  10. You have free access to this content10
    Nicole M. Becker, Melanie M. Cooper, College chemistry students' understanding of potential energy in the context of atomic–molecular interactions, Journal of Research in Science Teaching, 2014, 51, 6
  11. 11
    Hannah Sevian, Vicente Talanquer, Rethinking chemistry: a learning progression on chemical thinking, Chem. Educ. Res. Pract., 2014, 15, 1, 10

    CrossRef

  12. 12
    Courtney Ngai, Hannah Sevian, Vicente Talanquer, What is this Substance? What Makes it Different? Mapping Progression in Students’ Assumptions about Chemical Identity, International Journal of Science Education, 2014, 36, 14, 2438

    CrossRef

  13. 13
    Vicente Talanquer, Tools of Chemistry Education Research, 2014,

    CrossRef