Author:
Alonzo Alicia C.,Berry Amanda,Nilsson Pernilla
Reference20 articles.
1. Akerson, V. L., Flick, L. B., & Lederman, N. G. (2000). The influence of primary children’s ideas in science on teaching practice. Journal of Research in Science Teaching, 37, 363–385.
2. Alonzo, A. C., & Kim, J. (2016). Declarative and dynamic pedagogical content knowledge as elicited through two video-based interview methods. Journal of Research in Science Teaching, 53, 1259–1286.
3. Bertram, A., & Loughran, J. (2012). Science teachers’ views on CoRes and PaP-eRs as a framework for articulating and developing pedagogical content knowledge. Research in Science Education, 42, 1027–1047.
4. Carlson, J., Daehler, K. R., Alonzo, A. C., Barensden, E., Berry, A., Borowski, A., ... & Wilson, C. D. (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 (pp. 77-92). Singapore: Springer.
5. Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70, 113–136.
Cited by
32 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