✦ LIBER ✦

Knowledge Integration in Science Teaching: Analysing Teachers' Knowledge Development

✍ Scribed by Elizabeth A. Davis

Book ID: 111606824
Publisher: Springer Netherlands
Year: 2004
Tongue: English
Weight: 212 KB
Volume: 34
Category: Article
ISSN: 0157-244X
DOI: 10.1023/b:rise.0000021034.01508.b8

No coin nor oath required. For personal study only.

📜 SIMILAR VOLUMES

Developing science teachers' pedagogical

Developing science teachers' pedagogical content knowledge

✍ Jan H. van Driel; Nico Verloop; Wobbe de Vos 📂 Article 📅 1998 🏛 John Wiley and Sons 🌐 English ⚖ 71 KB

The constructivist paradox: Teachers’ kn

The constructivist paradox: Teachers’ knowledge and constructivist science teaching

✍ William Louden; John Wallace 📂 Article 📅 1990 🏛 Springer Netherlands 🌐 English ⚖ 638 KB

Teaching science in primary schools: Wha

Teaching science in primary schools: What knowledge do teachers need?

✍ Robyn Baker 📂 Article 📅 1994 🏛 Springer Netherlands 🌐 English ⚖ 753 KB

Developing Science Pedagogical Content K

Developing Science Pedagogical Content Knowledge Through Mentoring Elementary Teachers

✍ Ken Appleton 📂 Article 📅 2008 🏛 Springer Netherlands 🌐 English ⚖ 210 KB

Development of professional knowledge in

Development of professional knowledge in learning to teach elementary science

✍ Lynn A. Bryan; Sandra K. Abell 📂 Article 📅 1999 🏛 John Wiley and Sons 🌐 English ⚖ 60 KB 👁 3 views

The purpose of this research was to understand how preservice elementary teacher experiences within the context of reflective science teacher education influence the development of professional knowledge. We conducted a case analysis to investigate one preservice teacher's beliefs about science teac

Teacher as knower and learner: Reflectio

Teacher as knower and learner: Reflections on situated knowledge in science teaching

✍ Margery D. Osborne 📂 Article 📅 1998 🏛 John Wiley and Sons 🌐 English ⚖ 47 KB 👁 2 views

I argue from an understanding of current feminist philosophy that a teacher's practice reflects changing experiences, knowledge, values, and identities, and a such can be productively thought of as a site for learning as much as a site for expounding upon what is known. This suggests a vision for wh