Teacher style and concept development in a chemistry ordinary level programme in Malaysia
Do chemistry teachers 'bring' into their instruction all the relevant variables or important predictors for concept development revealed by contemporary research? Do they organize and sequence their lessons in such a way as to help pupils learn? Is the scientific language utilized by chemi...
| Main Author: | |
|---|---|
| Published: |
University of East Anglia
1989
|
| Subjects: | |
| Online Access: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235217 |