1.Upper Secondary School Students' Understanding of Models Used in Chemistry to Define Acids and Bases

作　　者：Michal Drechsler ;Hans-Jürgen Schmidt

出　　处：Science Education International. 2005 ;16(1).

出版社：International Council of Associations for Science Education (ICASE)

文章 ID：85298296

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2.Textbooks’, teachers’, and students’ understanding of models used to explain acid-base reactions (licentiate thesis)

作　　者：Michal Drechsler

出　　处：Nordic Studies in Science Education. 2005 ;1(2):94.

出版社：Naturfagsenteret i samarbeid med Universitetet i Umeå

文章 ID：100273876

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3.Models in chemistry education - A study of teaching and learning acids and bases in Swedish upper secondary schools

作　　者：Michal Drechsler

出　　处：Nordic Studies in Science Education. 2007 ;3(2):192.

出版社：Naturfagsenteret i samarbeid med Universitetet i Umeå

文章 ID：100273952

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4.Från implicit till explicit – didaktiska modeller som verktyg för att utmana selektiva traditioner rörande undersökande arbete : From implicit to explicit – didactical models as tools to challenge selective traditions linked to inquiry-based science teaching

作　　者：Torodd Lunde ;Michal Drechsler ;Niklas Gericke

出　　处：Nordic Studies in Science Education. 2020 ;16(2):167-182.doi:10.5617/nordina.7280

出版社：Naturfagsenteret i samarbeid med Universitetet i Umeå

文章 ID：260197604

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5.Exploring the negotiation of the meaning of laboratory work in a continuous professional development program for lower secondary teachers

作　　者：Torodd Lunde ;Shu-Nu Chang Rundgren ;Michal Drechsler

出　　处：The Electronic Journal of Science Education. 2016 ;20(8).

出版社：Southwestern University

文章 ID：185153770

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6.Models in chemistry education - A study of teaching and learning acids and bases in Swedish upper secondary schools

作　　者：Michal Drechsler

出　　处：Nordic Studies in Science Education. 2012 ;3(2):192.

出版社：Naturfagsenteret i samarbeid med Universitetet i Umeå

文章 ID：185502711

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