Different models used to interpret chemical changes: analysis of a curriculum and its impact on French students' reasoning

Isabelle Kermen; Martine Méheut

doi:10.1039/b901457h

Article Dans Une Revue Chemistry Education. Research and Practice in Europe Année : 2009

Different models used to interpret chemical changes: analysis of a curriculum and its impact on French students' reasoning

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Isabelle Kermen

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PersonId : 1717
IdHAL : isabelle-kermen
ORCID : 0000-0003-3221-5287
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Laboratoire de Didactique André Revuz

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Martine Méheut

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PersonId : 913481

Laboratoire de Didactique André Revuz

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Sciences de l'Homme et Société Education

Isabelle KERMEN : Connectez-vous pour contacter le contributeur

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hal-01742659 , version 1 (25-03-2018)

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HAL Id : hal-01742659 , version 1
DOI : 10.1039/b901457h

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Isabelle Kermen, Martine Méheut. Different models used to interpret chemical changes: analysis of a curriculum and its impact on French students' reasoning. Chemistry Education. Research and Practice in Europe, 2009, 10 (1), pp.24 - 34. ⟨10.1039/b901457h⟩. ⟨hal-01742659⟩

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Different models used to interpret chemical changes: analysis of a curriculum and its impact on French students' reasoning

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