Approaching acids, bases and indicators inclusively

Essex, Jane (2019) Approaching acids, bases and indicators inclusively. Education in Chemistry (Februa). ISSN 0013-1350

Abstract

Acids and their reactions are a recurrent concept in chemistry curricula (Hennah, 2018). This article considers possible adjustments for pupils with motor or visual difficulties to ensure that they have full access to the curriculum. The following ideas may be helpful as you look to include such pupils fully.

ORCID iDs

Essex, Jane ORCID: https://orcid.org/0000-0002-9938-8134

• Share and Export
  

  RDF+XMLBibTeXRIOXX2 XMLRDF+N-TriplesJSONDublin CoreAtomSimple MetadataReferMETSHTML CitationASCII CitationOpenURL ContextObjectEndNoteOpenURL ContextObject in SpanMODSMPEG-21 DIDLEP3 XMLData Cite XMLRIS (EndNote Online, Zotero, Ref manager, etc)RDF+N3Multiline CSV
• Item metadata

  Item type:	Article
  ID code:	66613
  Dates:	Date Event 28 February 2019 Published 16 January 2019 Published Online 2 January 2019 Accepted
  Keywords:	inclusive teaching, teaching science, teaching chemistry, Education, Chemistry, Education, Chemistry(all)
  Subjects:	Education Science > Chemistry
  Department:	Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
  Depositing user:	Pure Administrator
  Date deposited:	17 Jan 2019 11:10
  Last modified:	18 Jan 2023 10:42
  Related URLs:	Journal or Publication
  URI:	https://strathprints.strath.ac.uk/id/eprint/66613