Julie Gess-Newsome

发表

Examining Pedagogical Content Knowledge: The Construct and its Implications for Science Education

Norman G. Lederman, Julie Gess-Newsome, Julie Gess-Newsome, 2001 .

Delivery Models for Elementary Science Instruction: A Call for Research.

Julie Gess-Newsome, 1999 .

Active Learning Strategies.

Julie Gess-Newsome, Catherine Wilcoxson Ueckert, Julie Gess-Newsome, 2008 .

Expanding questions and extending implications: A response to the paper set

Julie Gess-Newsome, 1999 .

Factors Affecting Student Academic Success in Gateway Courses at Northern Arizona University

Julie Gess-Newsome, Julie Gess-Newsome, Russell Benford, 2006 .

Portraying science in the classroom: The manifestation of scientists' beliefs in classroom practice

Sherry A. Southerland, Julie Gess-Newsome, Adam Johnston, 2003 .

Teacher pedagogical content knowledge, practice, and student achievement†

Janet F. Carlson, Molly A. M. Stuhlsatz, Christopher D. Wilson, 2019 .

Reconceptualizing Secondary Science Teacher Education

Norman G. Lederman, Julie Gess-Newsome, 1999 .

A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK Summit

Julie Gess-Newsome, Julie Gess-Newsome, 2015 .

Adjusting Educational Practice to Increase Female Persistence in the Sciences

Julie Gess-Newsome, Julie Gess-Newsome, M. Hyde, 2000 .

The nature and development of preservice science teachers' conceptions of subject matter and pedagogy

Norman G. Lederman, Julie Gess-Newsome, Julie Gess-Newsome, 1994 .

Science As Inquiry In The Secondary Setting

Randy L. Bell, Julie Gess-Newsome, Julie Luft, 2007 .

Educational Reform, Personal Practical Theories, and Dissatisfaction: The Anatomy of Change in College Science Teaching

Sherry A. Southerland, Julie Gess-Newsome, Adam Johnston, 2003 .

The Use and Impact of Explicit Instruction about the Nature of Science and Science Inquiry in an Elementary Science Methods Course

Julie Gess-Newsome, Julie Gess-Newsome, 2002 .

Do subject matter knowledge, pedagogical knowledge, and pedagogical content knowledge constitute the ideal gas law of science teaching?

Norman G. Lederman, Julie Gess-Newsome, Julie Gess-Newsome, 1992 .

Technology Infused Professional Development: A Framework for Development and Analysis

J. Michael Blocher, Elizabeth Willis, Elizabeth M. Willis, 2003 .

Examining Pedagogical Content Knowledge

Norman G. Lederman, Julie Gess-Newsome, Julie Gess-Newsome, 2002 .

Summary of research in science education–1991

Norman G. Lederman, Julie Gess-Newsome, Danal Zeidler, 1993 .

Metamorphosis, Adaptation, or Evolution?: Preservice Science Teachers' Concerns and Perceptions of Teaching and Planning.

Norman G. Lederman, Julie Gess-Newsome, Julie Gess-Newsome, 1991 .