The Place of Subject Matter Knowledge in Pedagogical Content Knowledge: A case study of South African teachers teaching the amount of substance and chemical equilibrium
Author:
Publisher
Informa UK Limited
Subject
Education
Link
http://www.tandfonline.com/doi/pdf/10.1080/09500690802187025
Reference24 articles.
1. Not all preconceptions are misconceptions: finding ‘anchoring conceptions’ for grounding instruction on students’ intuitions
2. Pedagogical Content Knowing: An Integrative Model for Teacher Preparation
3. Difficulties in teaching the concepts of 'amount of substance' and 'mole'
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