Inhaltsangabe
Forward.- Approaches to considering the professional knowledge base of science teaching, Deborah Corrigan, Richard Gunstone & Justin Dillon.- Blurring the boundary between the classroom and the community: Challenges for teachers' professional knowledge, Léonie Rennie.- Didaktik - An appropriate framework for the professional work of science teachers?, Helmut Fischler.- Moving beyond deconstruction and reconstruction: Teacher knowledge-in-action, Alister Jones & Bronwen Cowie.- Making a case for improving practice: What can be learned about high quality science teaching from teacher produced cases?, John Loughran & Amanda Berry.- An approach to elaborating aspects of a knowledge base for expert science teaching, Deborah Corrigan, Richard Gunstone.- Towards a cultural view on quality science teaching, Glen Aikenhead.- Japanese elementary Rika teachers' professional beliefs and knowledge of Rika teaching: How are they indigenized?, Masakata Ogawa.- Chinese teachers' views of teaching culturally related knowledge in school science, Hongming Ma.- Teaching secondary science in rural and remote schools: Developing appropriate pedagogical knowledge and classroom practice, Debra Panizzon.- Argumentation in the teaching of science, Maria Evagorou, Justin Dillon.- Assessment literacy: What science teachers need to know and be able to do, Sandra Abell & Marcelle Siegel.- Supporting technological thinking: Block play in early childhood education, Jill Robbins, Beverley Jane, Jacinta Bartlett.- Re-conceptualizing the teaching of physics for non-majors: Motivations, constraints, and evolutions in curricular change, Sandy Martinuk, Gaalen Erickson, Anthony Clarke.- Developing the knowledge base of preservice science teachers: Starting the path towards expertise, Stephen Keast & Rebecca Cooper.- Teaching science in informal environments: Pedagogical knowledge for informal educators, Lynn Uyen Tran, Heather King.- Knowledge to deal with challenges to science education from without and within, Peter Fensham.
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