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International Journal of Science Education Volume 39, 2017 - Issue 9

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Improving preservice chemistry teachers’ content knowledge through intervention activities

Ruth WheeldonUCL Institute of Education, University of London, London, UKCorrespondence[email protected]

Pages 1238-1261 | Received 18 Jul 2016, Accepted 18 May 2017, Published online: 16 Jun 2017

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https://doi.org/10.1080/09500693.2017.1333655
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Articles from other publishers (6)

Tim H. H. van Dulmen, Talitha C. Visser, Fer G. M. Coenders, Birgit Pepin & Susan McKenney. (2023) Learning to teach chemical bonding: a framework for preservice teacher educators. Chemistry Education Research and Practice 24:3, pages 896-913.
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Tavonga Tawanda & Awelani V. Mudau. (2023) The influence of indigenous knowledge on chemistry metacognition. F1000Research 12, pages 589.
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Jolanda Hermanns. (2021) Perceived relevance of tasks in organic chemistry by preservice chemistry teachers. Chemistry Teacher International 3:1, pages 31-44.
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Saidun Hutasuhut, Thamrin Thamrin & Reza Aditia. (2023) Factors affecting students’ entrepreneurial intentions and their differences based on gender, tribe, and parents’ occupation: a cross-sectional study. F1000Research 10, pages 438.
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Ryan S. Nixon, Leigh K. Smith & Richard R. Sudweeks. (2019) Elementary teachers’ science subject matter knowledge across the teacher career cycle. Journal of Research in Science Teaching 56:6, pages 707-731.
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