Citations (34)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (7)
Shannon L. Navy, Jennifer L. Maeng, Randy L. Bell & Fatma Kaya. (2021) Beginning secondary science teachers’ implementation of process skills, inquiry, and problem-based learning during the induction years: a randomised controlled trial. International Journal of Science Education 43:9, pages 1483-1503.
Read now
Read now
Chris Eames & Sally Birdsall. (2019) Teachers’ perceptions of a co-constructed tool to enhance their pedagogical content knowledge in environmental education. Environmental Education Research 25:10, pages 1438-1453.
Read now
Read now
T.E. Vossen, I. Henze, R.C.A. Rippe, J.H. Van Driel & M.J. De Vries. (2018) Attitudes of secondary school students towards doing research and design activities. International Journal of Science Education 40:13, pages 1629-1652.
Read now
Read now
Phihlo Pitjeng-Mosabala & Marissa Rollnick. (2018) Exploring the development of novice unqualified graduate teachers’ topic-specific PCK in teaching the particulate nature of matter in South Africa’s classrooms. International Journal of Science Education 40:7, pages 742-770.
Read now
Read now
Mehmet Şen, Ceren Öztekin & Betül Demirdöğen. (2018) Impact of Content Knowledge on Pedagogical Content Knowledge in the Context of Cell Division. Journal of Science Teacher Education 29:2, pages 102-127.
Read now
Read now
Addisu Leyew Bailie. (2017) Developing Preservice Secondary Science Teachers’ Pedagogical Content Knowledge Through Subject Area Methods Courses: A Content Analysis. Journal of Science Teacher Education 28:7, pages 631-649.
Read now
Read now
Julie A. Luft, Shannon L. Dubois, Ryan S. Nixon & Benjamin K. Campbell. (2015) Supporting newly hired teachers of science: attaining teacher professional standards. Studies in Science Education 51:1, pages 1-48.
Read now
Read now
Articles from other publishers (27)
Luciane Fernandes Goes & Carmen Fernandez. (2023) Evidence of the Development of Pedagogical Content Knowledge of Chemistry Teachers about Redox Reactions in the Context of a Professional Development Program. Education Sciences 13:11, pages 1159.
Crossref
Crossref
Andrew Doyle, Niall Seery, Lena Gumaelius, Donal Canty & Eva Hartell. (2023) Subject(s) matter: a grounded theory of technology teachers’ conceptions of the purpose of teaching technology. International Journal of Technology and Design Education.
Crossref
Crossref
Diah Mulhayatiah, Fikynindita Eka Kharisma, Delviana Junissetiawati, Endah Kurnia Yuningsih & Pina Pitriana. Science process skills through cores and papers analysis of pedagogical content knowledge. Science process skills through cores and papers analysis of pedagogical content knowledge.
Numan Ali, Sehat Ullah & Zuhra Musa. 2022. Research Anthology on Virtual Environments and Building the Metaverse. Research Anthology on Virtual Environments and Building the Metaverse
653
674
.
Gabriel Hervas & José Luis Medina. (2022) Higher education teachers' perception and use of Content Representations in lesson study. International Journal for Lesson & Learning Studies 11:1, pages 14-25.
Crossref
Crossref
Andrew Doyle. 2022. Applications of Research in Technology Education. Applications of Research in Technology Education
65
78
.
Betul Ekiz-Kiran, Yezdan Boz & Elif Selcan Oztay. (2021) Development of pre-service teachers’ pedagogical content knowledge through a PCK-based school experience course. Chemistry Education Research and Practice 22:2, pages 415-430.
Crossref
Crossref
T. E. Vossen, I. Henze, M. J. De Vries & J. H. Van Driel. (2019) Finding the connection between research and design: the knowledge development of STEM teachers in a professional learning community. International Journal of Technology and Design Education 30:2, pages 295-320.
Crossref
Crossref
Birgit Fahrman, Per Norström, Lena Gumaelius & Inga-Britt Skogh. (2019) Experienced technology teachers’ teaching practices. International Journal of Technology and Design Education 30:1, pages 163-186.
Crossref
Crossref
Numan Ali, Sehat Ullah & Zuhra Musa. 2020. Mobile Devices and Smart Gadgets in Medical Sciences. Mobile Devices and Smart Gadgets in Medical Sciences
297
317
.
Shannon L. Navy, Ryan S. Nixon, Julie A. Luft & Melissa A. Jurkiewicz. (2019) Accessed or latent resources? Exploring new secondary science teachers' networks of resources. Journal of Research in Science Teaching 57:2, pages 184-208.
Crossref
Crossref
Wendy Fox-Turnbull. (2018) Assisting teachers’ understanding of student learning in technology. International Journal of Technology and Design Education 29:5, pages 1133-1152.
Crossref
Crossref
Karen Blackmore. (2019) Asking the right questions. International Journal of Mentoring and Coaching in Education 8:3, pages 163-181.
Crossref
Crossref
Andrew Doyle, Niall Seery & Lena Gumaelius. (2019) Operationalising pedagogical content knowledge research in technology education: Considerations for methodological approaches to exploring enacted practice. British Educational Research Journal 45:4, pages 755-769.
Crossref
Crossref
Tufan İnaltekin & Fatma Şahin. (2019) Probleme Dayalı Öğrenmenin Fen Bilimleri Öğretmen Adaylarının Pedagojik Alan Bilgisi Gelişimlerine Etkisi. Ege Eğitim Dergisi 20:1, pages 78-112.
Crossref
Crossref
Andrew Doyle, Niall Seery, Lena Gumaelius, Donal Canty & Eva Hartell. (2018) Reconceptualising PCK research in D&T education: proposing a methodological framework to investigate enacted practice. International Journal of Technology and Design Education 29:3, pages 473-491.
Crossref
Crossref
Wendy Fox-Turnbull. (2019) Enhancing the learning of technology in early childhood settings. Australasian Journal of Early Childhood 44:1, pages 76-90.
Crossref
Crossref
I Limatahu, S Sutoyo, Wasis, B K Prahani & J Alfin. (2019) Improving science process skills learning ability of physics teacher candidates through the implementation of CCDSR learning model. Journal of Physics: Conference Series 1171, pages 012005.
Crossref
Crossref
I Limatahu, Suyatno, Wasis & B K Prahani. (2018) The effectiveness of CCDSR learning model to improve skills of creating lesson plan and worksheet science process skill (SPS) for pre-service physics teacher. Journal of Physics: Conference Series 997, pages 012032.
Crossref
Crossref
E Purwaningsih, Suyatno, Wasis & B K Prahani. (2018) The effectiveness of Concept Mapping Content Representation Lesson Study (ComCoReLS) model to improve skills of Creating Physics Lesson Plan (CPLP) for pre-service physics teacher. Journal of Physics: Conference Series 997, pages 012022.
Crossref
Crossref
Tome' Awshar Mapotse, Sizakele Mirriam Matlabe, Elias E. R. Mathipa, Soane Joyce Mohapi & Magano Meahabo Dinah. 2018. Cross-Disciplinary Approaches to Action Research and Action Learning. Cross-Disciplinary Approaches to Action Research and Action Learning
80
96
.
M. Schultz, G. A. Lawrie, C. H. Bailey & B. L. Dargaville. (2018) Characterisation of teacher professional knowledge and skill through content representations from tertiary chemistry educators. Chemistry Education Research and Practice 19:2, pages 508-519.
Crossref
Crossref
W R Nasution, S Sriyati, R Riandi & M Safitri. (2017) Mastery of Content Representation (CoRes) Related TPACK High School Biology Teacher. Journal of Physics: Conference Series 895, pages 012125.
Crossref
Crossref
Louise Lehane & Adam Bertram. (2016) Getting to the CoRe of it: A review of a specific PCK conceptual lens in science educational research. Educación Química 27:1, pages 52-58.
Crossref
Crossref
Marie Evens, Jan Elen & Fien Depaepe. (2015) Developing Pedagogical Content Knowledge: Lessons Learned from Intervention Studies. Education Research International 2015, pages 1-23.
Crossref
Crossref
Andoni Garritz. (2013) PCK for dummies. Educación Química 24, pages 462-465.
Crossref
Crossref
Gildo Girotto Júnior & Carmen Fernandez. (2013) FOLLOWING EARLY CAREER CHEMISTRY TEACHERS: THE DEVELOPMENT OF PEDAGOGICAL CONTENT KNOWLEDGE FROM PRE-SERVICE TO A PROFESSIONAL TEACHER. Problems of Education in the 21st Century 55:1, pages 57-73.
Crossref
Crossref