Publisher
Springer Science and Business Media LLC
Reference95 articles.
1. *Adadan, E., & Oner, D. (2014). Exploring the progression in preservice chemistry teachers’ pedagogical content knowledge representations: The case of “behavior of gases.” Research in Science Education, 44, 829–858.
2. Alonzo, A. C., & Steedle, J. T. (2009). Developing and assessing a force and motion learning progression. Science Education, 93(3), 389–421.
3. Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
4. Anderson, C. W., & Cobb, P. (2012). Learning progressions footprint conference final report. Washington, DC.
5. Appleton, K. (2008). Developing science pedagogical content knowledge through mentoring elementary teachers. Journal of Science Teacher Education, 19, 523–545.
Cited by
2 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献