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In the course of the last decade the Dortmund Summer Symposium has developed into an internationally acknowledged conference, with English as the language of communication every other year. This book presents the following papers given at the 1992 conference: (1) Learning Science: Insights from Research on Teaching and Assessment (D. R. Baker); (2) Criterion-referenced assessment: A Case Study of the English National Curriculum (R. W. Fairbrother); (3) Strategies Students Use To Solve Chemistry Problems (M. L. Halpin); (4) The Educational Structure of Organic Synthesis (H. van Keulen); (5) Students' Abilities in Working with Chemistry Textbooks (G. Meyendorf); (6) Meta-Analytic and Multivariate Procedures for the Study of Attitude and Achievement in Science (M. D. Piburn); (7) Correlation and Causality (I. Pigeot); (8) "Work" and "Heat" in Teaching Thermodynamics (van Roon); (9) Methodological Aspects of University of Dortmund Studies of Students' Conceptions of Chemistry (E. Schach); (10) A Case Study on Students' Difficulties Applying the Bronsted Theory (H. Schmitt); (11) A Study of the Relationship between Conceptual Knowledge and Problem-Solving Proficiency (A. Shaibu); (12) Analogies in Senior High School Chemistry Textbooks: A Critical Analysis (R. B. Thiele, D. F. Treagust). Each paper is followed by a commentary of the discussant and a summary of the plenary discussion.
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