Design transparency of high-school chemistry teachers’ guides: a comparative study-Reference-Cited by-同舟云学术

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Design transparency of high-school chemistry teachers’ guides: a comparative study

Published:2024-08-15 Issue: Volume: Page:1-23
ISSN:0950-0693
Container-title:International Journal of Science Education
language:en
Short-container-title:International Journal of Science Education

Author:

Li J.¹^ORCID,Lee Y.-J.²^ORCID,Yan Y.¹^ORCID,Li Q.¹^ORCID,Yoon H.-G.³^ORCID

Affiliation:

1. College of Chemistry, Central China Normal University, Wuhan, People’s Republic of China

2. National Institute of Education, Nanyang Technological University, Singapore, Singapore

3. Department of Science Education, Chuncheon National University of Education, Gangwon-do, Republic of Korea

Funder

National Social Science Foundation of China

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/09500693.2024.2390155

Reference64 articles.

1. Ahl, L., Koljonen, T., & Hoelgaard, L. (2014). How are mathematics teacher guides used for support and inspiration in teaching? In H. Silfverberg, T. Kärki, & M. S. Hannula (Eds.), Proceedings of Nordic research in mathematics education (pp. 153–163). Finnish Research Association for Subject Didactics.

2. Justifying Predictions: Connecting Use of Educative Curriculum Materials to Students’ Engagement in Science Argumentation

3. The Role of Mathematics in Education for Democracy

4. Reform by the Book: What Is—or Might Be—the Role of Curriculum Materials in Teacher Learning and Instructional Reform?

5. Science teachers' pedagogical content knowledge development during enactment of socioscientific curriculum materials

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