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Autor/inn/enDoster, Elizabeth C.; Jackson, David F.; Smith, Darwin W.
TitelModeling Pedagogical Content Knowledge in Physical Science for Prospective Middle School Teachers: Problems and Possibilities.
QuelleIn: Teacher Education Quarterly, 24 (1997) 4, S.51-65Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; Zeitschriftenaufsatz
ISSN0737-5328
SchlagwörterCollege School Cooperation; Discussion (Teaching Technique); Experiential Learning; Group Instruction; Higher Education; Intermediate Grades; Junior High Schools; Knowledge Base for Teaching; Middle School Teachers; Middle Schools; Partnerships in Education; Pedagogical Content Knowledge; Physical Sciences; Preservice Teacher Education; Science Education; Student Attitudes; Teacher Collaboration; Teaching Methods
AbstractOne innovative course for prospective middle school science teachers, theoretically grounded in pedagogical content knowledge, was taught by an instructional team of scientists, science educators, and practicing teachers who utilized discussion and experiential learning. Data from discussions and observations indicated that students were uncomfortable with this type of instruction, though they enjoyed the discussion. (SM)
Erfasst vonERIC (Education Resources Information Center), Washington, DC
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