Educational Reform, Personal Practical Theories, and Dissatisfaction: The Anatomy of Change in College Science Teaching

Autor: Gess-Newsome, Julie, Southerland, Sherry A., Johnston, Adam, Woodbury, Sonia

Publikováno v: American Educational Research Journal, 2003 Oct 01. 40(3), 731-767.

Externí odkaz: https://www.jstor.org/stable/3699450

BSCS at 50 Years: Building Partnerships to Improve Science Teaching & Learning

Autor: Gess-Newsome, Julie

Publikováno v: The American Biology Teacher, 2008 Mar 01. 70(3), 136-138.

Externí odkaz: https://www.jstor.org/stable/30163224

The Refined Consensus Model of Pedagogical Content Knowledge in Science Education

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

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

Unfolding the mysteries of DNA

Autor: Gess-Newsome, Julie

Publikováno v: The Science Teacher, 1989 Sep 01. 56(6), 74-75.

Externí odkaz: https://www.jstor.org/stable/24141825

Developing and evaluating a paper-and-pencil test to assess components

Autor: Kirschner, Sophie, Borowski, Andreas (Prof. Dr. rer. nat.), Fischer, Hans E., Gess-Newsome, Julie, von Aufschnaiter, Claudia

Teachers’ professional knowledge is assumed to be a key variable for effective teaching. As teacher education has the goal to enhance professional knowledge of current and future teachers, this knowledge should be described and assessed. Neverthele

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=od_______266::973ce8c04b053aac4a0a3f3d89d5f81f
https://publishup.uni-potsdam.de/frontdoor/index/index/docId/45789