Swimming against the Tide: Five Assumptions about Physics Teacher Education Sustained by the Culture of Physics Departments-Reference-Cited by-同舟云学术

Swimming against the Tide: Five Assumptions about Physics Teacher Education Sustained by the Culture of Physics Departments

Published:2021-05-05 Issue:8 Volume:32 Page:934-951
ISSN:1046-560X
Container-title:Journal of Science Teacher Education
language:en
Short-container-title:Journal of Science Teacher Education

Author:

Larsson Johanna¹²^ORCID,Airey John¹³^ORCID,Lundqvist Eva⁴^ORCID

Affiliation:

1. Physics Education Research, Department of Physics and Astronomy, Uppsala University, Uppsala, Sweden

2. Centre for Gender Research, Uppsala University, Uppsala, Sweden

3. Department of Mathematics and Science Education, Stockholm University, Stockholm, Sweden

4. Department of Education, Uppsala University, Uppsala, Sweden

Funder

Vetenskapsrådet

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/1046560X.2021.1905934

Reference54 articles.

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4. Airey, J. (2013). Disciplinary literacy. In L. Östman, R. Säljö, & E. Lundqvist (Eds.), Scientific literacy: Teori och praktik (pp. 41–58). Gleerups Utbildning AB.

5. Airey, J. & Larsson, J. (2018). Developing students’ disciplinary literacy? The case of university physics. In K.S. Tang & K. Danielson (Eds.), Global developments in literacy research for science education (pp. 357–376). Springer. https://doi.org/10.1007/978-3-319-69197-8_21

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