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Impact of the Pedagogy of Successive Questioning on Chemistry Learning Cover

Impact of the Pedagogy of Successive Questioning on Chemistry Learning

Chemistry-Didactics-Ecology-Metrology
Volume 30 (2025): Issue 1-2 (December 2025)
By: Mohamad Nour Zeineddine,  Joanna Hammoud,  Lamis Karaki and  Samer Sakr  
Open Access
|Dec 2025

Authors

Mohamad Nour Zeineddine

Mohamad.zeineddine@liu.edu.lb

Biological and Chemical Sciences Department, Lebanese International University, Beirut, Lebanon

Joanna Hammoud

joanna.hammoud@liu.edu.lb

Biological and Chemical Sciences Department, Lebanese International University, Beirut, Lebanon

Lamis Karaki

lamis.karaki@liu.edu.lb

Biological and Chemical Sciences Department, Lebanese International University, Beirut, Lebanon

Samer Sakr

samer.sakr@liu.edu.lb

Biological and Chemical Sciences Department, Lebanese International University, Beirut, Lebanon
DOI: https://doi.org/10.2478/cdem-2025-0009 | Journal eISSN: 2084-4506 | Journal ISSN: 1640-9019
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Language: English
Page range: 111 - 124
Published on: Dec 31, 2025
Published by: Society of Ecological Chemistry and Engineering
In partnership with: Paradigm Publishing Services
Publication frequency: 2 issues per year
Keywords:
pedagogy,
engagement,
student interactions,
successive questions,
active learning,
chemistry education
Related subjects:
Chemistry,
Chemistry, other

© 2025 Mohamad Nour Zeineddine, Joanna Hammoud, Lamis Karaki, Samer Sakr, published by Society of Ecological Chemistry and Engineering
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

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