Zobrazeno 1 - 5
of 5
pro vyhledávání: '"Driel, Jan Van"'
Publikováno v:
International Journal of Science Education, 29, 15, 1819-1846
In order to enhance teachers' professional awareness, it is necessary to understand and value their subjective or personal knowledge and beliefs. This study investigated the change of science teachers' personal knowledge about teaching models and mod
Externí odkaz:
http://www.ssoar.info/ssoar/handle/document/13222
Publikováno v:
International Journal of Science Education, 30, 14, 1867-1890
In science education, students should come to understand the nature and significance of models. In case of chemistry education it is argued that the present use of models is often not meaningful from the students’ perspective. A strategy to overcom
Externí odkaz:
http://www.ssoar.info/ssoar/handle/document/13250
Autor:
Carlson, Janet, Daehler, Kirsten R., Alonzo, Alicia, Barendsen, Erik, Berry, Amanda, Borowski, Andreas, Carpendale, Jared, Chan, Kennedy, Cooper, Rebecca, Friedrichsen, Patricia, Gess-Newsome, Julie, Henze-Rietveld, Ineke, Hume, Anne, Kirschner, Sophie, Liepertz, Sven, Loughran, John, Mavhunga, Elizabeth, Neumann, Knut, Nilsson, Pernilla, Park, Soonhye, Rollnick, Marissa, Sickel, Aaron, Suh, Jeekjung, Schneider, Rebecca, Driel, Jan Van, Wilson, Chris
Publikováno v:
Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science ISBN: 9789811358975
Carlson, J, Daehler, K R, Alonzo, A, Barendsen, E, Berry, A, Borowski, A, Carpendale, J, Chan, K, Cooper, R, Friedrichsen, P, Gess-Newsome, J, Henze-Rietveld, I, Hume, A, Kirschner, S, Liepertz, S, Loughran, J, Mavhunga, E, Neumann, K, Nilsson, P, Park, S, Rollnick, M, Sickel, A, Suh, J, Schneider, R, Driel, J V & Wilson, C 2019, The Refined Consensus Model of Pedagogical Content Knowledge in Science Education . in A Hume, R Cooper & A Borowski (eds), Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science . 1 edn, Springer Singapore, Singapore, pp. 77-92 . https://doi.org/10.1007/978-981-13-5898-2_2
Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science, 77-92
ISSUE=1;STARTPAGE=77;ENDPAGE=92;TITLE=Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science
Carlson, J, Daehler, K R, Alonzo, A, Barendsen, E, Berry, A, Borowski, A, Carpendale, J, Chan, K, Cooper, R, Friedrichsen, P, Gess-Newsome, J, Henze-Rietveld, I, Hume, A, Kirschner, S, Liepertz, S, Loughran, J, Mavhunga, E, Neumann, K, Nilsson, P, Park, S, Rollnick, M, Sickel, A, Suh, J, Schneider, R, Driel, J V & Wilson, C 2019, The Refined Consensus Model of Pedagogical Content Knowledge in Science Education . in A Hume, R Cooper & A Borowski (eds), Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science . 1 edn, Springer Singapore, Singapore, pp. 77-92 . https://doi.org/10.1007/978-981-13-5898-2_2
Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science, 77-92
ISSUE=1;STARTPAGE=77;ENDPAGE=92;TITLE=Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science
This chapter chronicles the developmental journey of a model for teacher pedagogical content knowledge (PCK) in science education, now identified as the Refined Consensus Model (RCM) of PCK, that represents the contributions and collective thinking o
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8572e7a04732e694b5a6c2b23bbbb452
https://doi.org/10.1007/978-981-13-5898-2_2
https://doi.org/10.1007/978-981-13-5898-2_2
Publikováno v:
ECER2014. [S.l. : s.n.]
ECER2014
ECER2014
In many European countries, higher education institutions outside the university sector now have a formal mandate to perform research related to regional needs and the improvement of education and professional practice (Kyvik & Lepori, 2010). The ter
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=dedup_wf_001::efa2648efd51f8ec791a6cac0408ced8
http://hdl.handle.net/20.500.12470/1444
http://hdl.handle.net/20.500.12470/1444
Publikováno v:
International Journal of Educational Research; 2001, Vol. 35 Issue: 5 p441-461, 21p
