Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge-Reference-Cited by-同舟云学术

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Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge

Published:2018-07-17 Issue:7 Volume:41 Page:847-861
ISSN:0950-0693
Container-title:International Journal of Science Education
language:en
Short-container-title:International Journal of Science Education

Author:

Neumann Knut¹^ORCID,Kind Vanessa²^ORCID,Harms Ute³^ORCID

Affiliation:

1. Department of Physics Education, Leibniz-Institute for Science and Mathematics Education (IPN) , Kiel, Germany

2. School of Education, Durham University , Durham, UK

3. Department of Biology Education, Leibniz-Institute for Science and Mathematics Education (IPN) , Kiel, Germany

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/09500693.2018.1497217

Reference57 articles.

1. Twenty Years Later: Does pedagogical content knowledge remain a useful idea?

2. Extract fromNew understandings of teachers' pedagogic knowledge*1

3. The COACTIV Model of Teachers’ Professional Competence

4. Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress

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