標(biāo)題: Titlebook: Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science; Anne Hume,Rebecca Cooper,Andreas Borowski Book 20 [打印本頁] 作者: 機(jī)會 時間: 2025-3-21 17:11
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作者: Triglyceride 時間: 2025-3-21 21:43 作者: Gene408 時間: 2025-3-22 00:38
Springer Nature Singapore Pte Ltd. 2019作者: CURT 時間: 2025-3-22 05:52 作者: deficiency 時間: 2025-3-22 12:28 作者: 晚來的提名 時間: 2025-3-22 13:44 作者: BRINK 時間: 2025-3-22 20:38 作者: 態(tài)學(xué) 時間: 2025-3-22 22:03 作者: Abominate 時間: 2025-3-23 05:26
Towards a Consensus Model: Literature Review of How Science Teachers’ Pedagogical Content Knowledge ntent knowledge (PCK). Specifically, we focus on empirical studies of individual science teachers’ PCK published in peer-reviewed science education and teacher education journals since 2008. For each of the reviewed studies, we identify (1) the research context of the investigation; (2) the major pu作者: 侵略者 時間: 2025-3-23 09:30
The Refined Consensus Model of Pedagogical Content Knowledge in Science Educationhe Refined Consensus Model (RCM) of PCK, that represents the contributions and collective thinking of two dozen international researchers in science teacher education. This journey starts by recounting the process that led to an update and significant revisions to the model of teacher professional k作者: 監(jiān)禁 時間: 2025-3-23 11:02 作者: 比目魚 時間: 2025-3-23 16:21
Reconciliation Between the Refined Consensus Model of PCK and Extant PCK Models for Advancing PCK Reic PCK model can be situated within the Refined Consensus Model (RCM) of PCK as I reflect on examples of my earlier research in science teacher education. To guide my previous research, I used the pentagon model of PCK to . and . PCK and the indispensable and idiosyncratic PCK model to . and . PCK. 作者: 斷言 時間: 2025-3-23 21:44 作者: 結(jié)構(gòu) 時間: 2025-3-23 23:07 作者: G-spot 時間: 2025-3-24 04:53 作者: DOSE 時間: 2025-3-24 08:46 作者: CHASM 時間: 2025-3-24 11:18
Unravelling Student Science Teachers’ pPCK Development and the Influence of Personal Factors Using Ar education programme using PCK-oriented forms for lesson planning, evaluation and reflection. We unravel the student science teachers’ development of pPCK in terms of (1) developmental steps, (2) pPCK components and (3) moderating personal factors. Our method relies on authentic data sources only, 作者: 欲望小妹 時間: 2025-3-24 15:21
Investigating Practising Science Teachers’ pPCK and ePCK Development as a Result of Collaborative Coce teachers’ personal and enacted pedagogical content knowledge (pPCK and ePCK). These conceptualisations of PCK are components of the Refined Consensus Model (RCM) of PCK (see Chap.?. of this book). The cross-case study focused on three cases involving science teachers with a limited physics backgr作者: 伴隨而來 時間: 2025-3-24 20:17
A Grand Rubric for Measuring Science Teachers’ Pedagogical Content Knowledgevely. Well-designed PCK rubrics can guide the judgement of PCK quality for valid assessment. This chapter considers the possibility of a “grand rubric” that allows measurement of different variants of PCK as depicted in the Refined Consensus Model (RCM). To achieve this goal, the chapter first revie作者: gain631 時間: 2025-3-25 02:46 作者: 智力高 時間: 2025-3-25 05:42 作者: 集中營 時間: 2025-3-25 09:21 作者: Dappled 時間: 2025-3-25 14:31
Towards a Consensus Model: Literature Review of How Science Teachers’ Pedagogical Content Knowledge te PCK in highly diverse ways and use a wide range of data sources and approaches to capture and determine teachers’ PCK, which in turn generates different kinds of qualitative and quantitative data. Collectively, our findings reveal gaps in the PCK literature and highlight several points of diverge作者: 懸掛 時間: 2025-3-25 17:40 作者: 內(nèi)閣 時間: 2025-3-25 21:24 作者: 易于交談 時間: 2025-3-26 03:22
Reconciliation Between the Refined Consensus Model of PCK and Extant PCK Models for Advancing PCK Reparison of the new model with the two extant PCK models, i.e. the RCM’s (1) emphasis on learning context for capturing PCK, (2) explicit visual representation of the link between PCK and the enactment of PCK, (3) distinction between personal PCK and collective PCK, and (4) shift in focus towards PCK作者: hurricane 時間: 2025-3-26 08:10
Exposing Pathways for Developing Teacher Pedagogical Content Knowledge at the Topic Level in Sciencenments during the intervention. The analysis of test data to detect shifts in the quality of pPCK was enabled using a criterion-based rubric, while a qualitative in-depth content analysis was employed on the collected assignments. Findings indicated a differentiated improvement in the pre-service te作者: 畢業(yè)典禮 時間: 2025-3-26 10:35
The Development of Science Teachers’ Professional Competencecollective PCK (cPCK) and pedagogical knowledge (PK). The analyses reveal a stronger correlation between PK and cPCK in the first half and stronger correlation between CK and cPCK in the second half of teacher education. Again from a RCM perspective, the second study used the same instrument to asse作者: 不如屎殼郎 時間: 2025-3-26 16:33 作者: constitute 時間: 2025-3-26 18:13 作者: Glaci冰 時間: 2025-3-27 00:59 作者: calamity 時間: 2025-3-27 03:06 作者: 宣傳 時間: 2025-3-27 06:46
Perspectives on the Future of PCK Research in Science Education and Beyondly with the new PCK researcher in mind. Using the RCM as a framework, we describe possible studies on the structure of PCK, the development of PCK, the measurement of PCK, and the broader impacts of the refined model itself in science education and potentially other domains.作者: finale 時間: 2025-3-27 10:35
Developing Research on PCK as a Communitythe broader community of researchers with an interest in PCK. The chapter includes personal reflective narratives to exemplify key features of the PCK Summit processes and outcomes and looks to offer insights into the impact and possible next steps post the Second?(2nd) PCK Summit.作者: 窩轉(zhuǎn)脊椎動物 時間: 2025-3-27 13:38 作者: 男學(xué)院 時間: 2025-3-27 18:17 作者: 非秘密 時間: 2025-3-27 23:29 作者: ostensible 時間: 2025-3-28 03:03
Kennedy Kam Ho Chan,Marissa Rollnick,Julie Gess-Newsome作者: 遍及 時間: 2025-3-28 10:08 作者: consent 時間: 2025-3-28 11:02 作者: 河潭 時間: 2025-3-28 16:41 作者: 怒目而視 時間: 2025-3-28 20:21
Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science978-981-13-5898-2作者: nerve-sparing 時間: 2025-3-28 23:13
of futurePCK studies in science education. By presenting and discussing the RCM of PCK within a variety of science education contexts, the book makes the model significantly more applicable to teachers’ work.978-981-13-5898-2作者: 衍生 時間: 2025-3-29 06:06 作者: Mechanics 時間: 2025-3-29 10:30 作者: 不透明 時間: 2025-3-29 11:48 作者: AIL 時間: 2025-3-29 17:01
,Globalisierung – Alter Hut mit neuen Federn,, so überwiegt doch die Skepsis angesichts geh?uft auftretender Krisen von Unternehmen, ja sogar Krisen einzelner Staaten. Selbst bei jungen Menschen zeigt sich kein positives Stimmungsbild. In einer Online- Umfrage von Mindline Media im Sommer 2009 für das Stern Magazin wurden über 1000 repr?sentat作者: dandruff 時間: 2025-3-29 22:20 作者: 托人看管 時間: 2025-3-30 00:58
Sub-Cellular Localization of Second Generation PDT Photosensitizers Studied by Microspectrofluorome– 800 nm range, where tissues maximally transmit precludes the use of PDT for large tumor masses. In the case of skin tumors, selectivity has been recently improved by the induction of excess protoporphyrin IX (PP) in tumor cells through topical application of 5-aminolevulinic acid (ALA), a precursor of heme biosynthesis..作者: 重畫只能放棄 時間: 2025-3-30 07:47 作者: 神化怪物 時間: 2025-3-30 11:50 作者: 誓言 時間: 2025-3-30 16:26 作者: Aggressive 時間: 2025-3-30 17:00 作者: 產(chǎn)生 時間: 2025-3-31 00:27 作者: MOAN 時間: 2025-3-31 03:10
2625-3461 etiert..Die Herausgeber.Univ.-Prof. Dr.med. Lorenzo Cerroni, Universit?tsklinik für Dermatologie und Venerologie, LKH-Universit?tsklinikum Graz, Leiter der Forschungseinheit für Dermatopathologie.Prof. Dr. med.978-3-662-45133-5Series ISSN 2625-3461 Series E-ISSN 2625-350X 作者: 輕率的你 時間: 2025-3-31 07:09 作者: 吸引人的花招 時間: 2025-3-31 12:04 作者: nitric-oxide 時間: 2025-3-31 14:40
