Why school-related content knowledge for pre-service chemistry teachers should include basic concepts in organic chemistry
Author:
Affiliation:
1. Center for Teacher Training and Education and Department of Chemistry , University of Potsdam , Potsdam , Germany
Abstract
Publisher
Walter de Gruyter GmbH
Subject
General Earth and Planetary Sciences,General Environmental Science
Link
https://www.degruyter.com/document/doi/10.1515/cti-2020-0033/pdf
Reference17 articles.
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3. Ball, D. L., Thames, M. H., & Phelphs, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59, 389–407.
4. Brennan, R. L., & Prediger, D. J. (1981). Coefficient Kappa: Some uses, misuses, and alternatives. Educational and Psychological Measurement, 41, 687–699. https://doi.org/10.1177/001316448104100307.
5. Cooper, M. M., Posey, L. A., & Underwood, S. M. (2017). Core ideas and topics: Building up or drilling down? Journal of Chemical Education, 94(5), 541–548. https://doi.org/10.1021/acs.jchemed.6b00900.
Cited by 3 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献
1. Students’ Learning and Application of Basic Concepts in the Course “Organic Chemistry I for Preservice Chemistry Teachers”;Journal of Chemical Education;2023-10-04
2. Newly Designed Laboratory Course for Preservice Chemistry Teachers: Do the Students Rate Their Practical Skills As Relevant for Their Future Profession?;Journal of Chemical Education;2022-10-13
3. How Do Preservice Chemistry Teachers Rate Tasks Following the Construct of School-Related Content Knowledge in a Concept-Orientated Course on Organic Chemistry?;Journal of Chemical Education;2021-10-25
1.学者识别学者识别
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