Citations (22)
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Anastasia Buma & Eunice Nyamupangedengu. (2023) Investigating the Quality of Enacted Pedagogical Content Knowledge by Mapping Out Component Interactions: A Case Study of a Teacher Educator Teaching Basic Genetics. Journal of Science Teacher Education 34:8, pages 820-840.
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Zoella Groening, Corene Coetzee & Kgadi Mathabathe. (2023) Investigating the Influence of an Online Intervention on the Development of High School Chemistry Teachers’ PCK about Environmental Sustainability. African Journal of Research in Mathematics, Science and Technology Education 27:2, pages 155-168.
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Mamohato Makhechane & Elizabeth Mavhunga. (2021) Developing Topic-specific PCK in Chemical Equilibrium in a Chemistry PGCE Class: Feasible Or Not?. African Journal of Research in Mathematics, Science and Technology Education 25:2, pages 160-173.
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Bronia Roxane Vollebregt, Estelle Gaigher & Coréne Coetzee. (2021) Development of Science Teachers’ PCK About Waves Through Training in the Use of the Ripple Tank Apparatus. African Journal of Research in Mathematics, Science and Technology Education 25:1, pages 12-26.
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Miriam Leuchter, Henrik Saalbach, Ueli Studhalter & Annette Tettenborn. (2020) Teaching for conceptual change in preschool science: relations among teachers’ professional beliefs, knowledge, and instructional practice. International Journal of Science Education 42:12, pages 1941-1967.
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Vanessa Kind & Kennedy K. H. Chan. (2019) Resolving the amalgam: connecting pedagogical content knowledge, content knowledge and pedagogical knowledge. International Journal of Science Education 41:7, pages 964-978.
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Doras Sibanda. (2018) What Sequence do we Follow in Teaching Concepts in Chemistry? A Study of High School Physical Science Teachers’ PCK. African Journal of Research in Mathematics, Science and Technology Education 22:2, pages 196-208.
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Articles from other publishers (15)
Annika Forsler, Pernilla Nilsson & Susanne Walan. (2023) Collective pedagogical content knowledge for teaching sustainable development. International Journal of Science and Mathematics Education.
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Christopher Sean Long, Pamela Harrell, Karthigeyan Subramaniam, Elizabeth Pope & Ruthanne Thompson. (2022) Strengthening Elementary Preservice Teachers’ Physical Science Content Knowledge: a 3-Year Study. Research in Science Education 53:3, pages 613-632.
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Anastasia Malong Buma, Doras Sibanda & Marissa Rollnick. (2023) Exploring the Development of the Quality of Topic Specific Pedagogical Content Knowledge in Planning: the Case of Grade 8 Natural Sciences Teachers. International Journal of Science and Mathematics Education.
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Julie Vaiopoulou, Themistocles Tsikalas, Dimitrios Stamovlasis & George Papageorgiou. (2023) Neo-Piagetian Predictors of Students’ Performance in Science Learning: Evidence from Primary Education. Behavioral Sciences 13:1, pages 64.
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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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Carla Crider. (2022) Pedagogical content knowledge for nurse educators: An intersection of disciplines. Teaching and Learning in Nursing 17:4, pages 449-454.
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Joyce G. Poti, Washington T. Dudu & Motlhale J. Sebatana. (2022) A South African beginner natural sciences teacher’s articulated PCK-in-practice with respect to electric circuits: A case study. Eurasia Journal of Mathematics, Science and Technology Education 18:10, pages em2161.
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Anastasia Buma & Doras Sibanda. (2022) In-Service and Pre-Service Science Teachers’ Enacted Pedagogical Content Knowledge about the Particulate Nature of Matter. Education Sciences 12:9, pages 576.
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Motlhale Judicial Sebatana & Washington Takawira Dudu. (2021) Reality or Mirage: Enhancing 21st-Century Skills Through Problem-Based Learning While Teaching Particulate Nature of Matter. International Journal of Science and Mathematics Education 20:5, pages 963-980.
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Jared Carpendale & Anne Hume. 2022. Out-of-Field Teaching Across Teaching Disciplines and Contexts. Out-of-Field Teaching Across Teaching Disciplines and Contexts
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Fan Shi, Lei Wang, Xiufeng Liu & Mei‐Hung Chiu. (2021) Development and validation of an observation protocol for measuring science teachers' modeling‐based teaching performance. Journal of Research in Science Teaching 58:9, pages 1359-1388.
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Hava Greensfeld & Tirza Gross. (2020) What Do We Know about Teachers’ Knowledge? Assessing Primary Science Teachers’ Content Knowledge in the Jewish and Arab Sectors. Eurasia Journal of Mathematics, Science and Technology Education 16:10, pages em1885.
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Meili Yanti, Riandi & A Suhandi. (2020) Pedagogical content knowledge (PCK) of science teachers based on content representation (CoRe). Journal of Physics: Conference Series 1521:4, pages 042119.
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Joonhyeong Park & Jina Chang. (2020) A simple method for comparing the properties of gases and liquids using a decompressible container. Physics Education 55:2, pages 023006.
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Ryan S. Nixon, Rene Toerien & Julie A. Luft. (2019) Knowing more than their students: Characterizing secondary science teachers’ subject matter knowledge. School Science and Mathematics 119:3, pages 150-160.
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