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Epistemic Relevance and Learning Chemistry in an Academic Context

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Relevant Chemistry Education

Abstract

Many students find chemistry a challenging and difficult subject at school and college levels (Danili & Reid, 2004). A consequence of this is that students may readily lose interest in the subject and be less likely to select it as an option unless they can see good reason to persevere with it.

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Author information

Authors and Affiliations

  1. Faculty of Education, University of Cambridge, Cambridge, United Kingdom

    Keith S. Taber

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  1. Keith S. Taber
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Editor information

Editors and Affiliations

  1. Institute for Science Education, University of Bremen, Germany

    Ingo Eilks

  2. Department of Science Teaching, Weizmann Institute of Science, Israel

    Avi Hofstein

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Taber, K.S. (2015). Epistemic Relevance and Learning Chemistry in an Academic Context. In: Eilks, I., Hofstein, A. (eds) Relevant Chemistry Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-175-5_5

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