Examining Variability in Elementary Science Teachers’ Pedagogical Content Knowledge About Phase Change: Implications for Teacher Development and Assessment-Reference-Cited by-同舟云学术

Examining Variability in Elementary Science Teachers’ Pedagogical Content Knowledge About Phase Change: Implications for Teacher Development and Assessment

Published:2020-10-22 Issue:4 Volume:32 Page:400-424
ISSN:1046-560X
Container-title:Journal of Science Teacher Education
language:en
Short-container-title:Journal of Science Teacher Education

Author:

Mikeska Jamie N.¹^ORCID,Brockway Debra¹^ORCID,Ciofalo Joseph¹,Jin Hui¹^ORCID,Ritter Suzanne²

Affiliation:

1. Student and Teacher Research Center, Educational Testing Service, Princeton, New Jersey, USA

2. Princeton Charter School, Princeton, New Jersey, USA

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/1046560X.2020.1831741

Reference59 articles.

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

2. Examination of the topic-specific nature of pedagogical content knowledge in teaching electrochemical cells and nuclear reactions

3. Content Knowledge for Teaching

4. Banilower, E. R., Smith, P. S., Malzahn, K. A., Plumley, C. L., Gordon, E. M. & Hayes, M. L. (2018). Report of the 2018 NSSME+. Horizon Research, Inc.

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