Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/14910
Title: 
Authors: 
Issue Date: 
2002
Citation: 
Tan, D. K. C. (2002). Content framework for teaching and learning inorganic qualitative analysis at the high school level. Australian Journal of Education in Chemistry, 58, 7-12.
Abstract: 
A sound starting point for the teaching and learning of a difficult chemistry topic would be the clarification of the content framework that is required for the topic. Lists of prepositional knowledge statements and facts, process skills and
metacognitive strategies, as well as concept maps should be drawn up to define the content framework for the topic to help teachers and students know what exactly is required for the topic. In this article, the author describes how he defines the content framework for secondary chemistry qualitative analysis to facilitate the teaching and learning of qualitative analysis.
URI: 
ISSN: 
1445-9698
Website: 
Appears in Collections:Journal Articles

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