Pedagogical Transformations of Science Content Knowledge in Korean Elementary Classrooms

While a solid understanding of science content knowledge is important in developing expertise in science teaching, it is not necessarily a sufficient condition to teach science effectively in elementary schools. Teachers need to have the ability to transform their knowledge into forms learnable by s...

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Veröffentlicht in:	International journal of science education 2013-06, Vol.35 (9), p.1590-1624
Hauptverfasser:	Oh, Phil Seok, Kim, Kyoung Suk
Format:	Artikel
Sprache:	eng
Schlagworte:	Classrooms Elementary education Elementary School Teachers Elementary teacher Knowledge Multimodal representation Pedagogical transformation Pedagogy Science content knowledge Science education Science Instruction Science teachers Teacher expertise
Online-Zugang:	Volltext
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