Teachers' Reflections on Their Subject Matter Knowledge Structures and Their Influence on Classroom Practice

Research has indicated that experts' subject matter knowledge structures (SMKSs) differ from those of novices in that they contain more cross‐linking, interconnections, and overarching thematic elements, characteristics that are in accordance with those espoused in current reform documents. Unf...

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Veröffentlicht in:	School science and mathematics 2014-03, Vol.114 (3), p.125-138
Hauptverfasser:	Bartos, Stephen A., Lederman, Norman G., Lederman, Judith S.
Format:	Artikel
Sprache:	eng
Schlagworte:	Classroom Techniques Classrooms Comparative Analysis Control Groups Crosslinking Educational Change Experienced Teachers Experimental Groups Experts versus novices Interconnections Knowledge Knowledge Base for Teaching Pedagogical Content Knowledge Physics Reflection Science Instruction Science Teachers Teachers Teaching Methods Translation instruction
Online-Zugang:	Volltext
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