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International Journal of Science Education Volume 35, 2013 - Issue 9
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Original Articles

Pedagogical Transformations of Science Content Knowledge in Korean Elementary Classrooms

Phil Seok Oh Department of Science Education, Gyeongin National University of Education, San 6-8 Seoksu-dong, Manan-gu, Anyang, Gyeonggi-do, 430-040, Republic of KoreaCorrespondence[email protected]
&
Kyoung Suk Kim Incheon Yeongseon Elementary School, Samsan2-dong 438-7, Bupyeong-gu, Incheon, 403-090, Republic of Korea
Pages 1590-1624 | Published online: 11 Sep 2012

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Melanie Williams & K.-S. Tang. (2020) The implications of the non-linguistic modes of meaning for language learners in science: a review. International Journal of Science Education 42:7, pages 1041-1067.
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Articles from other publishers (9)

Aynur ÇEVİK, Sibel SARAÇOĞLU & Hasan KAYA. (2022) What do Teachers Say About Inclusion of Epidemic Diseases in the Science Curriculum?. Journal of Education in Science, Environment and Health.
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Christine V. McDonald, Helen Klieve & Harry Kanasa. (2019) Exploring Australian Preservice Primary Teachers’ Attitudes Toward Teaching Science Using the Dimensions of Attitude toward Science (DAS). Research in Science Education 51:5, pages 1325-1348.
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Reem Mohammed, Shannon Kennedy-Clark & Peter Reimann. (2019) Using immersive and modelling environments to build scientific capacity in primary preservice teacher education. Journal of Computers in Education 6:4, pages 451-481.
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Esra Ucak. (2019) “Science Teaching and Science Teachers” from Students’ Point of View. International Journal of Educational Methodology 5:2, pages 221-233.
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Kennedy Kam Ho Chan & Anne Hume. 2019. Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science. Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science 3 76 .
Ulaş KUBAT. (2018) SORU VARSA, ÖĞRENME DE VARDIRIF THERE IS QUESTION, THERE IS LEARNING TOO. Elektronik Sosyal Bilimler Dergisi 17:68, pages 1585-1598.
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Rayendra Wahyu Bachtiar. 2018. Redesigning Learning for Greater Social Impact. Redesigning Learning for Greater Social Impact 185 193 .
Orhan Karamustafaoğlu, Şeyma Bardak & Satı Seray Doğan Erkoç. (2017) Investigation of pedagogical content knowledge of a science teacher based on the metacognitive awareness of her students. Pegem Eğitim ve Öğretim Dergisi 8:1, pages 119-154.
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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.
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