The nature and development of preservice science teachers' conceptions of subject matter and pedagogy
暂无分享,去创建一个
[1] Norman G. Lederman,et al. Preservice biology teachers' knowledge structures as a function of professional teacher education: A year‐long assessment , 1993 .
[2] Pinchas Tamir,et al. The relations between disciplinary and pedagogical knowledge and the length of teaching experience of biology and geography teachers , 1990 .
[3] Thomas L. Good,et al. Looking in Classrooms , 1973 .
[4] Tyrannical Machines. A Report on Educational Practices Gone Wrong and Our Best Hopes for Setting Them Right. , 1990 .
[5] Linda S. Lotto. Qualitative Data Analysis: A Sourcebook of New Methods , 1986 .
[6] Greta Morine-Dershimer. Preservice Teachers' Conceptions of Content and Pedagogy: Measuring Growth in Reflective, Pedagogical Decision-Making , 1989 .
[7] R. Good,et al. Biology content cognitive structure: From science student to science teacher , 1992 .
[8] L. Shulman. Knowledge and Teaching: Foundations of the New Reform , 1987 .
[9] L. West,et al. Cognitive Structure and Conceptual Change , 1985 .
[10] Norman G. Lederman. Students' and teachers' conceptions of the nature of science: A review of the research , 1992 .
[11] L. Shulman,et al. Pedagogical Content Knowledge in Social Studies , 1987 .
[12] L. Shulman. Those Who Understand: Knowledge Growth in Teaching , 1986 .
[13] J. Brophy. Teacher behavior and student achievement , 1984 .
[14] Norman G. Lederman,et al. Metamorphosis, Adaptation, or Evolution?: Preservice Science Teachers' Concerns and Perceptions of Teaching and Planning. , 1991 .
[15] Paul J. Feltovich,et al. Categorization and Representation of Physics Problems by Experts and Novices , 1981, Cogn. Sci..