A response to Margery Osborne: Teacher as knower and learner: Reflections on situated knowledge in science teaching

被引：0

作者：

Ellsworth, E ^{[1
]}

机构：

[1] Univ Wisconsin, Madison, WI 53706 USA

来源：

JOURNAL OF RESEARCH IN SCIENCE TEACHING | 1998年 / 35卷 / 04期

关键词：

D O I：

10.1002/(SICI)1098-2736(199804)35:4<441::AID-TEA13>3.0.CO;2-C

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

引用

页码：441 / 442

页数：2

共 47 条

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[J]. Research in Science Education, 2015, 45 : 395 - 423
[38] Teaching in Vocational Education in Order to Facilitate Learner Theory, Practice and Self-Regulation Knowledge Integration: Activity Analysis and Contribution to Teacher Education
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[39] A Study of Teacher-Mediated Enhancement of Students' Organization of Earth Science Knowledge Using Web Diagrams as a Teaching Device
Anderson, O. Roger
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[40] Courses in an innovative science teacher education program promote development of pedagogical content knowledge and improved attitudes toward the teaching profession
Czworkowski, John
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[J]. ABSTRACTS OF PAPERS OF THE AMERICAN CHEMICAL SOCIETY, 2011, 241

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