Citations (61)
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Seyyed Mohammad Reza Adel & Mostafa Azari Noughabi. (2023) Developing Pedagogical Content Knowledge (PCK) through an enriched teacher education program: cases of four Iranian pre-service EFL teachers. Pedagogies: An International Journal 18:3, pages 352-373.
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Mehmet Şen, Betül Demirdöğen & Ceren Öztekin. (2022) Interactions among Topic-Specific Pedagogical Content Knowledge Components for Science Teachers: The Impact of Content Knowledge. Journal of Science Teacher Education 33:8, pages 860-887.
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Samuel Cornelius Nyarko & Heather L. Petcovic. (2021) Ghanaian preservice science teachers’ knowledge of ozone depletion and climate change, and sources of their knowledge. International Journal of Science Education 43:10, pages 1554-1575.
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Soonhye Park, Aeran Choi & Wm. Matthew Reynolds. (2020) Cross-national investigation of teachers’ pedagogical content knowledge (PCK) in the U.S. and South Korea: what proxy measures of teacher quality are related to PCK?. International Journal of Science Education 42:15, pages 2630-2651.
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Vanessa Kind. (2019) Development of evidence-based, student-learning-oriented rubrics for pre-service science teachers’ pedagogical content knowledge. International Journal of Science Education 41:7, pages 911-943.
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Y. Soysal. (2018) An exploration of the interactions among the components of an experienced elementary science teacher’s pedagogical content knowledge. Educational Studies 44:1, pages 1-25.
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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.
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Robbert Smit, Holger Weitzel, Robert Blank, Florian Rietz, Josiane Tardent & Nicolas Robin. (2017) Interplay of secondary pre-service teacher content knowledge (CK), pedagogical content knowledge (PCK) and attitudes regarding scientific inquiry teaching within teacher training. Research in Science & Technological Education 35:4, pages 477-499.
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Erin Ottmar & David Landy. (2017) Concreteness Fading of Algebraic Instruction: Effects on Learning. Journal of the Learning Sciences 26:1, pages 51-78.
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Süleyman Akçay. (2017) Prospective elementary science teachers’ understanding of photosynthesis and cellular respiration in the context of multiple biological levels as nested systems. Journal of Biological Education 51:1, pages 52-65.
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Işık Saliha Karal & Nedim Alev. (2016) Development of pre-service physics teachers’ pedagogical content knowledge (PCK) throughout their initial training. Teacher Development 20:2, pages 162-180.
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Eisuke Saito & Matthew Atencio. (2016) Pedagogical content knowledge in action: its impromptu development by an expert practitioner. Pedagogy, Culture & Society 24:1, pages 101-121.
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Eunice Mthethwa-Kunene, Gilbert Oke Onwu & Rian de Villiers. (2015) Exploring Biology Teachers’ Pedagogical Content Knowledge in the Teaching of Genetics in Swaziland Science Classrooms. International Journal of Science Education 37:7, pages 1140-1165.
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Sarah Boesdorfer & Anthony Lorsbach. (2014) PCK in Action: Examining one Chemistry Teacher's Practice through the Lens of her Orientation Toward Science Teaching. International Journal of Science Education 36:13, pages 2111-2132.
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Vanessa Kind & Per Morten Kind. (2011) Beginning to Teach Chemistry: How personal and academic characteristics of pre-service science teachers compare with their understandings of basic chemical ideas. International Journal of Science Education 33:15, pages 2123-2158.
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Articles from other publishers (46)
Mehmet Şen. (2023) Suggestions for the Analysis of Science Teachers’ Pedagogical Content Knowledge Components and Their Interactions. Research in Science Education.
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Roberto Reinoso Tapia, Itziar Fernández, Javier Bobo-Pinilla & Jaime Delgado-Iglesias. (2023) Teaching digestive system: Spanish pre-service teacher’s learning difficulties and alternative conceptions. Eurasia Journal of Mathematics, Science and Technology Education 19:4, pages em2244.
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Zehra Kaya & Osman Nafiz Kaya. (2022) Gathering Rich Data on Preservice Science Teachers’ Pedagogical Content Knowledge Through Their Lesson Plans. Journal of Teacher Education 74:1, pages 10-22.
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Dustin Schiering, Stefan Sorge, Melanie M. Keller & Knut Neumann. (2022)
A proficiency model for
pre‐service
physics teachers' pedagogical content knowledge (
PCK
)—What constitutes
high‐level PCK
?
. Journal of Research in Science Teaching 60:1, pages 136-163.
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Hatice Belge Can & Yezdan Boz. (2022) Development of pre-service teachers’ pedagogical content knowledge and the factors affecting that development: a longitudinal study. Chemistry Education Research and Practice 23:4, pages 980-997.
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Dizem Can-Kucuk, Sinem Gencer & Huseyin Akkus. (2022) Development of pre-service chemistry teachers’ pedagogical content knowledge through mentoring. Chemistry Education Research and Practice 23:3, pages 599-615.
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Zehra Kaya, Osman Nafiz Kaya, Selçuk Aydemir & Jazlin Ebenezer. (2021) Knowledge of Student Learning Difficulties as a Plausible Conceptual Change Pathway Between Content Knowledge and Pedagogical Content Knowledge. Research in Science Education 52:2, pages 691-723.
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Han-Joo Lee, Yoon-E Choi & Byung-Goo Lee. (2022) Development of Measurement Tools for Common Content Knowledge(CCK)
in the Health-related Physical Activity. Journal of Curriculum and Evaluation 25:1, pages 119-142.
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Coréne Coetzee, Marissa Rollnick & Estelle Gaigher. (2020) Teaching Electromagnetism for the First Time: a Case Study of Pre-service Science Teachers’ Enacted Pedagogical Content Knowledge. Research in Science Education 52:1, pages 357-378.
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Hashituky Telesphore Habiyaremye, Celestin Ntivuguruzwa & Philothere Ntawiha. (2023) From pedagogical content knowledge toward technological pedagogical content knowledge frameworks and their effectiveness in teaching mathematics: A mapping review. F1000Research 11, pages 1029.
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Hashituky Telesphore Habiyaremye, Celestin Ntivuguruzwa & Philothere Ntawiha. (2022) From pedagogical toward technological pedagogical content knowledge frameworks and their effectiveness in teaching mathematics: A mapping review. F1000Research 11, pages 1029.
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Marta R. Ariza, Andri Christodoulou, Michiel van Harskamp, Marie-Christine P. J. Knippels, Eleni A. Kyza, Ralph Levinson & Andria Agesilaou. (2021) Socio-Scientific Inquiry-Based Learning as a Means toward Environmental Citizenship. Sustainability 13:20, pages 11509.
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Ali Yiğit Kutluca. (2021) An investigation of elementary teachers' pedagogical content knowledge for socioscientific argumentation: The effect of a learning and teaching experience. Science Education 105:4, pages 743-775.
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Wm. Matthew Reynolds & Soonhye Park. (2020) Examining the relationship between the Educative Teacher Performance Assessment and preservice teachers' pedagogical content knowledge. Journal of Research in Science Teaching 58:5, pages 721-748.
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Johannes Sæleset & Patricia Friedrichsen. (2021) Pre-service Science Teachers’ Pedagogical Content Knowledge Integration of Students’ Understanding in Science and Instructional Strategies. Eurasia Journal of Mathematics, Science and Technology Education 17:5, pages em1965.
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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.
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İrfan EMRE, Esra KAYA ATICI & Elçin AYAZ. (2020) Sınıf Öğretmeni Adaylarının Yaşam Alanlarına Yönelik Kazanımlar Bağlamında Teknolojik Pedagojik Alan Bilgisi Seviyelerinin BelirlenmesiDetermination of Technological Pedagogical Content Knowledge Levels in the Context of Outcomes Regarding Living Spaces of Classroom Teacher Candidates. Maarif Mektepleri Uluslararası Sosyal ve Beşeri Bilimler Dergisi 3:2, pages 15-26.
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Roberto Reinoso Tapia & Jaime Delgado-Iglesias. (2020) UNDERSTANDING PRE-SERVICE TEACHER CONCEPTUAL KNOWLEDGE OF HUMAN NUTRITION PROCESSES THROUGH DRAWINGS. Journal of Baltic Science Education 19:6, pages 1008-1019.
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Ebru MAZLUM GÜVEN & Nevzat YİĞİT. (2020) FEN BİLGİSİ ÖĞRETMENİ ADAYLARININ DENEYİMLERİNİN PEDAGOJİK ALAN BİLGİSİ BAĞLAMINDA İNCELENMESİINVESTIGATING PRE-SERVICE SCIENCE TEACHERS’ CLASSROOM PERFORMANCE IN THE CONTEXT OF PEDAGOGIC CONTENT KNOWLEDGE. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 20:3, pages 1590-1607.
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Headman HEBE. (2020) In–service Teachers’ Knowledge and Misconceptions of Global Warming and Ozone Layer Depletion: A Case Study. Journal for the Education of Gifted Young Scientists 8:1, pages 133-149.
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Didem KARAKAYA CIRIT & Selçuk AYDEMİR. (2019) Akran Koçluk Uygulamasının Fen Bilgisi Öğretmen Adaylarının Teknolojik Pedagojik Alan Bilgisine Etkisi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, pages 933-951.
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Didem Karakaya Cirit & Erdal Canpolat. (2019) A study on the technological pedagogical contextual knowledge of science teacher candidates across different years of study. Education and Information Technologies 24:4, pages 2283-2309.
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Ronit Rozenszajn, Zohar Snapir & Yossy Machluf. (2019) Professional learning and development of two groups of pre-service teachers with different scientific knowledge bases and different teaching training in the course of their studies. Studies in Educational Evaluation 61, pages 123-137.
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Suliyanah, S Admoko, B K Prahani, Yusrizal, S Astutik & R Pangastuti. (2019) Analysis of physics teacher competence in post-SM-3T teacher education program. Journal of Physics: Conference Series 1171, pages 012052.
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S Nurmatin. (2019) Profile of pedagogical content knowledge ability of science teacher in learning. Journal of Physics: Conference Series 1157, pages 022015.
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Soonhye Park & Jee Kyung Suh. 2019. Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science. Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science
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Aaron J. Sickel & Patricia Friedrichsen. (2017) Using Multiple Lenses to Examine the Development of Beginning Biology Teachers’ Pedagogical Content Knowledge for Teaching Natural Selection Simulations. Research in Science Education 48:1, pages 29-70.
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Fatma Nur Akın & Esen Uzuntiryaki-Kondakci. (2018) The nature of the interplay among components of pedagogical content knowledge in reaction rate and chemical equilibrium topics of novice and experienced chemistry teachers. Chemistry Education Research and Practice 19:1, pages 80-105.
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José Javier Verdugo-Perona, Joan Josep Solaz-Portolés & Vicent Sanjosé-López. (2017) El conocimiento didáctico del contenido en ciencias: estado de la cuestión. Cadernos de Pesquisa 47:164, pages 586-611.
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Lailton Passos Cortes Junior & Luciana Passos Sá. (2017) CONHECIMENTO PEDAGÓGICO DO CONTEÚDO NO CONTEXTO DA EDUCAÇÃO AMBIENTAL: UMA EXPERIÊNCIA COM MESTRANDOS EM ENSINO DE CIÊNCIAS. Ensaio Pesquisa em Educação em Ciências (Belo Horizonte) 19:0.
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Yi-Fen Yeh, Ying-Shao Hsu, Hsin-Kai Wu & Sung-Pei Chien. (2017) Exploring the structure of TPACK with video-embedded and discipline-focused assessments. Computers & Education 104, pages 49-64.
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조승연 & 남미리. (2016) The Trend Analysis of a Teacher Training Program for Environmental Education Cho, Seungyoun․Nam, Miri. Jounral of Energy and Climate Change Education 6:2, pages 115-125.
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Franz-Josef Scharfenberg & Franz X. Bogner. (2015) A New Role Change Approach in Pre-service Teacher Education for Developing Pedagogical Content Knowledge in the Context of a Student Outreach Lab. Research in Science Education 46:5, pages 743-766.
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S. Nurmatin & N. Y. Rustaman. Exploring PCK ability of prospective science teachers in reflective learning on heat and transfer. Exploring PCK ability of prospective science teachers in reflective learning on heat and transfer.
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Sevgi Aydin, Betul Demirdogen, Fatma Nur Akin, Esen Uzuntiryaki-Kondakci & Aysegul Tarkin. (2015) The nature and development of interaction among components of pedagogical content knowledge in practicum. Teaching and Teacher Education 46, pages 37-50.
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Emine Adadan & Diler Oner. (2014) Exploring the Progression in Preservice Chemistry Teachers’ Pedagogical Content Knowledge Representations: The Case of “Behavior of Gases”. Research in Science Education 44:6, pages 829-858.
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Brandon S. Diamond, Jaime Maerten-Rivera, Rose Elizabeth Rohrer & Okhee Lee. (2014) Effectiveness of a curricular and professional development intervention at improving elementary teachers' science content knowledge and student achievement outcomes: Year 1 results. Journal of Research in Science Teaching 51:5, pages 635-658.
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Sevgi Aydin & Yezdan Boz. (2013) The nature of integration among PCK components: A case study of two experienced chemistry teachers. Chem. Educ. Res. Pract. 14:4, pages 615-624.
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