Effect of Benzylic Methyl Groups on Kinetic Basicity of Amine Ligand in o-Boron Substituted N,N-Dimethylbenzylamines

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わが国理科教育の将来(イギリスの教育事情)
Reaction of 2-(Alkylthiomethyl)phenyllithium with Copper(I) Halides and Structure and Properties of One of the Products -Copper(I) Complexes of 2,2'-Bis(alkylthiomethyl)biphenyl^
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あれでよかったのでしょうか(プラザ)
学校の理科で化学実験が占めるべき位置と役割
意欲ある研究者を育てるための教育
日本科学教育学会に期待するもの
自由な発想に基づく科学教育研究
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Form-4 わが国における科学技術への関心度を高めるための方策
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Effect of Benzylic Methyl Groups on Kinetic Basicity of Amine Ligand in o-Boron Substituted N,N-Dimethylbenzylamines
常識に基づく科学教育の可能性を探る
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31-4G3 大学と連携する高校理数科の設置
科学教育の将来 : 国民的素養と専門家養成
化学教育の将来像を求めて : 過去からの教訓
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2S1-H1 理科教育改革支援 : SSlSSの狙いと戦略(理科教育改革支援-SSISSの狙いと戦略-,実行委員会企画シンポジウム,特別セッション,転換期の科学教育:これからの科学的リテラシー)
化学教育の過去・現在・未来
理科教育改革の視点
環境化学教育の視点 : 環境問題に正解はあるのか(地球にやさしい環境化学教育)
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学校の理科で化学実験が占めるべき位置と役割(ヘッドライン:先人に学ぶ化学教育-化学教育賞,化学教育有功賞の受賞者に学ぶ)
2) 科学塾のすすめ(シンポジウム2「物理(理科)嫌いへの対応,青少年の科学心の育成」,学会報告)
科学教育の危機を克服するために
27p-W-2 理科教育救う科学塾
回転異性体の化学
科学教育と情報
新学習指導要領への序曲と今後 (学習指導要領改訂特集)
科学の教育は第一近似から (「21世紀に向けての科学教育」)

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