Situated and dynamic versus declarative and static forms of pedagogical content knowledge: An evaluation of the differences in test reactions and performance-Reference-Cited by-同舟云学术

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Situated and dynamic versus declarative and static forms of pedagogical content knowledge: An evaluation of the differences in test reactions and performance

Published:2022-09-02 Issue:3 Volume:60 Page:568-607
ISSN:0022-4308
Container-title:Journal of Research in Science Teaching
language:en
Short-container-title:J Res Sci Teach

Author:

She Jianyun¹^ORCID,Chan Kennedy Kam Ho¹^ORCID

Affiliation:

1. Faculty of Education The University of Hong Kong Hong Kong Hong Kong SAR

Funder

Research Grants Council, University Grants Committee

Publisher

Wiley

Subject

Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.21810

Reference111 articles.

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

2. Unpacking the Complexity of Science Teachers’ PCK in Action: Enacted and Personal PCK

3. Declarative and dynamic pedagogical content knowledge as elicited through two video-based interview methods

4. Content Knowledge for Teaching

Cited by 2 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. Findings from the expert-novice paradigm on differential response behavior among multiple-choice items of a pedagogical content knowledge test – implications for test development;Frontiers in Psychology;2023-10-18

2. Online practicum preparation for enhancing preservice teachers' reflection depths: a quasi-experimental approach;Frontiers in Education;2023-10-10

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