Science teachers' pedagogical content knowledge development during enactment of socioscientific curriculum materials-Reference-Cited by-同舟云学术

Science teachers' pedagogical content knowledge development during enactment of socioscientific curriculum materials

Published:2019-04-02 Issue:9 Volume:56 Page:1207-1233
ISSN:0022-4308
Container-title:Journal of Research in Science Teaching
language:en
Short-container-title:J Res Sci Teach

Author:

Bayram‐Jacobs Durdane¹^ORCID,Henze Ineke²,Evagorou Maria³^ORCID,Shwartz Yael⁴,Aschim Elin Leirvoll⁵,Alcaraz‐Dominguez Silvia⁶^ORCID,Barajas Mario⁶,Dagan Etty⁴

Affiliation:

1. Department of Science EducationRadboud University Nijmegen The Netherlands

2. Department of Science Education and CommunicationDelft University of Technology Delft The Netherlands

3. Department of EducationUniversity of Nicosia Nicosia Cyprus

4. Department of Science TeachingWeizmann Institute of Science Rehovot Israel

5. Department of Mathematics and Science EducationUniversity of South‐Eastern Norway Horten Norway

6. Faculty of EducationUniversity of Barcelona Barcelona Spain

Funder

FP7 Science in Society

Publisher

Wiley

Subject

Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.21550

Reference100 articles.

1. Socioscientific Issues in Pre-College Science Classrooms

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

3. Angell C. Ryder J. &Scott P.(2005 August).Becoming an expert teacher: Novice physics teachers' development of conceptual and pedagogical knowledge. Paper Presented at the European Science Education Research Association. Barcelona Spain. Retrieved fromhttp://folk.uio.no/carla/ARS_2005.pdf

4. Reform by the book: What is—Or might be—the role of curriculum materials in teacher learning and instructional reform?;Ball D. L.;Educational Researcher,1996

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