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The Professional Knowledge Base of Science Teaching

Overview of attention for book
Cover of 'The Professional Knowledge Base of Science Teaching'

Table of Contents

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    Book Overview
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    Chapter 1 Approaches to Considering the Professional Knowledge Base of Science Teachers SCIENCE TEACHERS
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    Chapter 2 Blurring the Boundary Between the Classroom and the Community: Challenges for Teachers’ Professional Knowledge
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    Chapter 3 Didaktik Didaktik —An Appropriate Framework for the Professional Work of Science Teachers SCIENCE TEACHERS ?
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    Chapter 4 Moving Beyond Deconstruction and Reconstruction: Teacher Knowledge-as-Action
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    Chapter 5 Making a Case for Improving Practice: What Can Be Learned About High-Quality Science Teaching from Teacher-Produced Cases?
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    Chapter 6 An Approach to Elaborating Aspects of a Knowledge Base for Expert Science Teaching
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    Chapter 7 Towards a Cultural View on Quality Science Teaching
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    Chapter 8 Japanese Elementary Rika Teachers’ Professional Beliefs and Knowledge of Rika Teaching: How Are They Indigenized?
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    Chapter 9 Chinese Teachers’ Views of Teaching Culturally Related Knowledge in School Science
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    Chapter 10 Teaching Secondary Science in Rural and Remote Schools: Exploring the Critical Role of a Professional Learning Community
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    Chapter 11 Argumentation in the Teaching of Science
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    Chapter 12 Assessment Literacy: What Science Teachers Need to Know and Be Able to Do
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    Chapter 13 Supporting Technological Thinking: Block Play in Early Childhood Education
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    Chapter 14 Re-conceptualizing the Teaching of Physics for Non-majors: Learning from Instructor-Driven Reform
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    Chapter 15 Developing the Knowledge Base of Preservice Science Teachers: Starting the Path Towards Expertise Using Slowmation
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    Chapter 16 Teaching Science in Informal Environments: Pedagogical Knowledge for Informal Educators
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    Chapter 17 Knowledge to Deal with Challenges to Science Education from Without and Within
Attention for Chapter 14: Re-conceptualizing the Teaching of Physics for Non-majors: Learning from Instructor-Driven Reform
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Chapter title
Re-conceptualizing the Teaching of Physics for Non-majors: Learning from Instructor-Driven Reform
Chapter number 14
Book title
The Professional Knowledge Base of Science Teaching
Published by
Springer, Dordrecht, January 2011
DOI 10.1007/978-90-481-3927-9_14
Book ISBNs
978-9-04-813926-2, 978-9-04-813927-9
Authors

Sandy Martinuk, Anthony Clark, Gaalen Erickson, Martinuk, Sandy, Clark, Anthony, Erickson, Gaalen

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X Demographics

The data shown below were collected from the profiles of 2 X users who shared this research output. Click here to find out more about how the information was compiled.
 Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 2 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 2 100%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 1 50%
Researcher 1 50%
Readers by discipline Count As %
Physics and Astronomy 1 50%
Social Sciences 1 50%

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