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Developing epistemologically empowered teachers: examining the role of philosophy of chemistry in teacher education

โœ Scribed by Sibel Erduran; Agustin Aduriz Bravo; Rachel Mamlok Naaman

Publisher
Springer Netherlands
Year
2006
Tongue
English
Weight
166 KB
Volume
16
Category
Article
ISSN
0926-7220

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In this article, professional development in the context of the current reforms in science education is discussed from the perspective of developing teachers' practical knowledge. It is argued that reform efforts in the past have often been unsuccessful because they failed to take teachers' existing