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Do subject matter knowledge, pedagogical knowledge, and pedagogical content knowledge constitute the ideal gas law of science teaching?
16 references·4 citing·34 second hop
Do subject matter knowledge, pedagogical knowledge, and pedagogical content knowledge constitute the ideal gas law of science teaching? (1992)Do subject matter knowledge, pedagogical …The influence of an intensive in‐service workshop on pedagogical content knowledge growth among novice chemical demonstrators (1993)The influence of an intensive…The effect of teachers' language on students' conceptions of the nature of science (1989)The effect of teachers' langu…The construction of subject matter knowledge in primary science teaching (1989)The construction of subject m…Prior Beliefs and Cognitive Change in Learning to Teach (1989)Prior Beliefs and Cognitive C…Cognition and Improvisation: Differences in Mathematics Instruction by Expert and Novice Teachers (1989)Cognition and Improvisation: …A case study of high school teachers' decision making models for planning and teaching science (1989)A case study of high school t…Science teachers' conceptions of the nature of science: Do they really influence teaching behavior? (1987)Science teachers' conceptions…Knowledge and Teaching:Foundations of the New Reform (1987)Knowledge and Teaching:Founda…Exploring teachers' thinking (1987)Exploring teachers' thinkingEffects of subject-matter knowledge in the teaching of biology and physics (1987)Effects of subject-matter kno…Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…Paradigms and research programs in the study of teaching (1986)Paradigms and research progra…Handbook of research on teaching (1986)Handbook of research on teach…The effects of knowledge on elementary science inquiry teachin (1984)The effects of knowledge on e…Rom Harré, Great scientific experiments, Oxford, Phaidon Press, 1981, 8vo, pp. 224, illus., £8.95. (1982)Rom Harré, Great scientific e…Development and Validation of Measures of Secondary Science Teachers’ PCK for Teaching Photosynthesis (2017)Development and Validation of…Developing biology teachers’ pedagogical content knowledge through learning study: the case of teaching human evolution (2016)Developing biology teachers’ …In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice (2004)In search of pedagogical cont…Developing science teachers' pedagogical content knowledge (1998)Developing science teachers' …The reflective practitioner: How professionals think in action (1984)The Reflective Practitioner: How Professionals Think in Action (1985)Twenty Years Later: Does pedagogical content knowledge remain a useful idea? (2008)Pedagogical content knowledge in science education: perspectives and potential for progress (2009)Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms (2012)Qualitative Analysis for Social Scientists (1987)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals (2007)Technological pedagogical content knowledge – a review of the literature (2012)Review of research in education (1973)Professional Growth Among Preservice and Beginning Teachers (1992)Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do (2003)Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2009)Ethnographic Interview (2017)Judgment under Uncertainty (1982)Judgment Under Uncertainty: Heuristics and Biases. (1984)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Pygmalion in the classroom (1968)Human Characteristics and School Learning (1979)1. Toward a Theory of Culturally Relevant Pedagogy (1995)Content Knowledge for Teaching (2008)Handbook of reading research (1991)Implication of Research on Teacher Belief (1992)Ramus, Method, and the Decay of Dialogue. (1962)Discipline and group management in classrooms (1970)Judgment under Uncertainty: Heuristics and Biases (1973)Chapter 6 : Teacher Learning and the Acquisition of Professional Knowledge: An Examination of Research on Contemporary Professlonal Development (1999)Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement (2005)What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge (2005)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Teacher efficacy: capturing an elusive construct (2001)Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning (1991)What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)
this work references cited by second hop

References

  • 1986Those Who Understand: Knowledge Growth in Teaching21,062 cited
  • 1987Knowledge and Teaching:Foundations of the New Reform16,977 cited
  • 1986Handbook of research on teaching10,630 cited
  • 1986Those Who Understand: Knowledge Growth in Teaching4,394 cited
  • 1986Paradigms and research programs in the study of teaching1,089 cited
  • 1987Exploring teachers' thinking1,021 cited
  • 1989Cognition and Improvisation: Differences in Mathematics Instruction by Expert and Novice Teachers768 cited
  • 1989Prior Beliefs and Cognitive Change in Learning to Teach748 cited
  • 1989The construction of subject matter knowledge in primary science teaching436 cited
  • 1987Effects of subject-matter knowledge in the teaching of biology and physics396 cited
  • 1987Science teachers' conceptions of the nature of science: Do they really influence teaching behavior?317 cited
  • 1989A case study of high school teachers' decision making models for planning and teaching science236 cited
  • 1989The effect of teachers' language on students' conceptions of the nature of science103 cited
  • 1993The influence of an intensive in‐service workshop on pedagogical content knowledge growth among novice chemical demonstrators78 cited
  • 1984

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The effects of knowledge on elementary science inquiry teachin
56 cited
  • 1982Rom Harré, Great scientific experiments, Oxford, Phaidon Press, 1981, 8vo, pp. 224, illus., £8.95.50 cited
  • Cited by

    • 1998Developing science teachers' pedagogical content knowledge1,101 cited
    • 2004In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice790 cited
    • 2016Developing biology teachers’ pedagogical content knowledge through learning study: the case of teaching human evolution50 cited
    • 2017Development and Validation of Measures of Secondary Science Teachers’ PCK for Teaching Photosynthesis47 cited