Content knowledge, reflection, and their intertwining: A response to the paper set

Science Education

Volumn 83, Issue 3, 1999, Pages 393-396

  Gunstone, Richard ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0040912549     PISSN: 00368326     EISSN: None     Source Type: Journal    
DOI: 10.1002/(sici)1098-237x(199905)83:3<393::aid-sce8>3.0.co;2-w     Document Type: Article

References (8)

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3. Lemberger, J., Hewson, P. W., & Park, H. (1999). Relationships between prospective secondary teachers' classroom practice and their conceptions of biology and teaching science. Science Education, 83, 347-371.
4. Loughran, J. J. (1996). Developing reflective practice: Learning about teaching and learning through modelling. London: Falmer Press.
5. Marion, R., Hewson, P. W., Tabachnick, R., & Blomker, K. B. (1999). Teaching for conceptual change in elementary and secondary science methods courses. Science Education, 83, 275-307.
6. Meyer, H., Tabachnick, B. R., Hewson, P. W., Lemberger, J., & Park, H. (1999). Relationships between prospective elementary teachers' classroom practice and their conceptions of biology and of teaching science. Science Education, 83, 323-346.
7. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
8. Tabachnick, B. R., & Zeichner, K. M. (1999). Idea and Action: Action research and the development of conceptual change teaching of science. Science Education, 83, 309-322.