Prospective teachers' conceptions of the knowledge base for teaching chemistry at the German gymnasium

Journal of Science Teacher Education

Volumn 10, Issue 4, 1999, Pages 269-286

  Koballa Jr , Thomas R ^a   Gräber, Wolfgang ^b   Coleman, Dava ^c   Kemp, Andrew C ^d  

^a UNIVERSITY OF GEORGIA   (United States)

^b LEIBNIZ INSTITUTE FOR SCIENCE AND MATHEMATICS EDUCATION   (Germany)

^c Cedar Shoals High School   (United States)

^d UNIVERSITY OF LOUISVILLE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 1442294500     PISSN: 1046560X     EISSN: 15731847     Source Type: Journal    
DOI: 10.1023/A:1009473505639     Document Type: Article

References (30)

1. Alexandersson, M. (1994). Focusing teacher consciousness: What do teachers direct their consciousness towards during their teaching? In I. Carlgren, G. Handal, & S. Vaage (Eds.), Teachers'minds and actions: Research on teachers thinking and practice (pp. 139-149). London: Falmer Press.
2. Attinasi, L. C. (1991). Phenomenological interviewing in the conduct of institutional research: An Argument and an illustration. Paper prepared for the Association for Institutional Research, Florida State University, Tallahassee, FL. (ERIC Reproduction No. 329 157)
3. Bayrhuber, H. (1995). Dimensions of the didaktik of natural sciences in Germany (pp. 335-344). In S. Hopmann & K Ruquarts (Eds.), Didaktik and/or Curriculum. Kiel, Germany: IPN.
4. Beaty, E. (1987). Understanding concepts in social science: Toward an effective strategy. Instructional Science, 15, 341-359.
5. Brookfield, S. (1994). Tales of the dark side: A phenomenography of adult critical reflection. International Journal of Lifelong Education, 13(3), 203-216.
6. Döbrich, P. & Kodron, C. (1992). Teacher education: The case of Germany. European Journal of Teacher Education, 15(1-2), 106-114.
7. Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (1994). Making sense of secondary science. New York: Routledge.
8. Eklund-Myrskog, G. (1997). Students' views of learning in vocational education. Scandinavian Journal of Educational Research, 41(2), 179-188.
9. Erickson, F. (1986). Qualitative methods in research on teaching (pp. 119-161). In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed.). New York: Macmillan.
10. Glaser, B. G., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine.
11. Grimmett, P., & MacKinnon, A. (1992). Craft knowledge and the education of teachers. In G. Frant (Ed.), Review of Research in Education, 18, 385-456.
12. Larsson, S. (1986). Learning from experience: Teachers' conceptions of changes in their professional practice. Journal of Curriculum Studies, 19(1), 35-43.
13. Lindemann, H. (1984). Schulpraxis in der lehrerausbindung: Eine Untersuchung bie lehramsstudenten des faches, chemie. Naturwissenschaft im Unterricht - Physik/Chemie, 32, 318-322.
14. Marton, F. (1981). Phenomenography - describing conceptions of the world around us. Instructional Science, 10, 177-200.
15. Marton. F. (1990). Phenomenography: A research approach to investigating different understandings of reality (pp. 141-161). In R. Sherman & R. Webb (Eds.), Qualitative research in education: Focus and methods. Falmer Press: London.
16. Marton, F. & Booth, S. (1997). Learning and awareness. Erlbaum: Mahwah, NJ.
17. McSorley, J. (1996). Primary school teachers' conceptions of teaching art criticism. Studies in Art Education, 37(3), 160-169.
18. National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
19. National Science Teachers Association. (1998). Standards for science teacher preparation. [On-line]. Arlington, VA: NSTA [http://homepages.ius.edu/ LZ/SGILBE01/web_docs/november98.htm]
20. Nentwig, P. (1997). Teacher education in Germany. Unpublished paper. Kiel, Germany: IPN.
21. Sander, T. (1995). Quality improvement and austerity measures in teacher education: Lessons from Germany. European Journal of Teacher Education, 18(1), 97-113.
22. Shulman, L. (1987). Knowledge and teaching: Foundations of new reform. Harvard Educational Review, 15(2), 4-14.
23. Stern, P. N. (1980). Grounded theory methodology: Its uses and processes. Image, 12, 20-23.
24. Svensson, L. (1989). The conceptualization of cases of physical motion. European Journal of Psychology of Education, 4, 529-545.
25. Tamir, P. (1987, April). Subject matter and related pedagogical knowledge in teacher education. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.
26. Tanner, D., & Tanner, L. (1975). Curriculum development. New York: Macmillan.
27. Terhart, E. (1995). Didaktik/Curriculum in teacher education: Some German complications (pp. 289-300). In S. Hopmann & K Ruquarts (Eds.), Didaktik and/or curriculum. Kiel, Germany: IPN.
28. Uljens: M. (1995). A model of school didactics and its role in academic teacher education (pp. 301-331). In S. Hopmann & K Ruquarts (Eds.), Didaktik and/or curriculum. Kiel, Germany: IPN.
29. Veal, W. R. (1997). The evolution of pedagogical content knowledge in chemistry and physics prospective secondary teachers. Unpublished dissertation, University of Georgia, Athens, GA.
30. Woods, P. (1990). Educational ethnography in Britain (pp. 90-109). In R. Sherman & R. Webb (Eds.), Qualitative research in education: Focus and methods. Falmer Press: London.