Vol. 25 No. 3 (2014) | Educación Química

DOI: https://doi.org/10.22201/fq.18708404e.2014.3

Published: 2015-02-09

Vol. 25 No. 3 (2014)

Twenty-fifth anniversary celebration of Educacion Quimica

Andoni Garritz

286 - 289

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Sustainability Science: A scientific revolution to which Educación Química wants to contribute

Andoni Garritz, Amparo Vilches, Daniel Gil Pérez

290 - 291

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‘CoRes and PaP-eRs as a strategy for helping beginning primary teachers develop their pedagogical content knowledge

Adam Bertram

292 - 303

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To not keep reinventing the wheel: The pedagogical knowledge in use about aromatic compounds

Andrea S. Farré, M. Gabriela Lorenzo

304 - 311

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Novice chemistry teachers and the development of PCK of oxidation-reduction: influence of initial tranning

Leila I. F. Freire, Carmen Fernandez

312 - 324

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The Pedagogical Content Knowledge and beliefs of newly hired secondary science teachers: the first three years

Julie A. Luft, Chunlei Zhang

325 - 331

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The PCK, a scenario of theoretical diversity: Concepts and unifying experiences on teaching contents in chemistry

Diana Lineth Parga Lozano, William Manuel Mora Penagos

332 - 342

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Epistemological beliefs of two professors at higher education

Kira Padilla, Andoni Garritz

343 - 353

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PCK of teaching electrochemistry in chemistry teachers: A case in Johannesburg, Gauteng Province, South Africa

Marissa Rollnick, Elizabeth Mavhunga

354 - 362

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Pedagogical Knowledge on “Nature of Matter” of Brazilian scholars of a pre-service program

Luciana Passos Sá, Andoni Garritz

363 - 379

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Development of a Pedagogical Content Knowledge test of chemistry language and models

Martina Strübe, Holger Tröger, Oliver Tepner, Elke Sumfleth

380 - 390

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Specific Pedagogical Content Reasoning

Vicente Talanquer

391 - 397

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Epistemological beliefs of two professors at higher education

Kira Padilla, Andoni Garritz

343 - 353

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