Examining elementary science teachers' responses to assessments tasks designed to measure their content knowledge for teaching about matter and its interactions-Reference-Cited by-同舟云学术

Examining elementary science teachers' responses to assessments tasks designed to measure their content knowledge for teaching about matter and its interactions

Published:2022-12-20 Issue:3 Volume:107 Page:572-608
ISSN:0036-8326
Container-title:Science Education
language:en
Short-container-title:Science Education

Author:

Mikeska Jamie N.¹^ORCID,Cisterna Dante¹,Lakhani Heena²,Bookbinder Allison K.³,Myers David L.⁴,Vaval Luronne³^ORCID

Affiliation:

1. K‐12 Teaching, Learning, and Assessment Center ETS Lawrence Township New Jersey USA

2. College of Education, University of Washington Seattle Washington USA

3. Department of Mathematics, Science, and Technology Teachers College, Columbia University New York New York USA

4. College of Education, University of Georgia Athens Georgia USA

Publisher

Wiley

Subject

History and Philosophy of Science,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/sce.21779

Reference98 articles.

1. In search of well-started beginning science teachers: Insights from two first-year elementary teachers

2. Exploring Pre-Service Elementary Science Teachers’ Conceptual Understanding of Particulate Nature of Matter through Three-Tier Diagnostic Test

3. Content Knowledge for Teaching

4. Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress

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1. Developing and using a scalable assessment to measure preservice elementary teachers' content knowledge for teaching about matter;Journal of Research in Science Teaching;2023-09-12