Engineering teachers' pedagogical content knowledge

European Journal of Engineering Education

Volumn 28, Issue 3, 2003, Pages 353-359

  Viiri, Jouni ^a  

^a UNIVERSITY OF EASTERN FINLAND   (Finland)

Author keywords

[No Author keywords available]

Indexed keywords

STUDENTS; SURVEYS;

ENGINEERING TEACHERS; ESSENTIAL CHARACTERISTIC; FIRST-YEAR ENGINEERING; GENERAL PATTERNS; PEDAGOGICAL CONTENT KNOWLEDGE; TEACHERS';

PERSONNEL TRAINING;

EID: 34247262924     PISSN: 03043797     EISSN: 14695898     Source Type: Journal    
DOI: 10.1080/0304379031000098265     Document Type: Article

References (8)

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2. Geddis, AN. 1993. Transforming subject-matter knowledge: the role of pedagogical content knowledge in learning to reflect in teaching. International Journal in Science Education, 15: 673–683.
3. Rowlands SK, 1997 The use of concept questions to improve student understanding of mechanics PhD thesis University of Plymouth
4. Rowlands, S, Graham, T, and Berry, J. 1998. Identifying stumbling blocks in the development of student understanding of moments of forces. International Journal of Mathematics Education in Science and Technology, 29: 511–531.
5. Shulman, LS. 1986. Those who understand: knowledge growth in teaching. Educational Researcher, 15: 4–14.
6. van Driel, JH, Verloop, N, and de Vos, W. 1998. Developing science teachers' pedagogical content knowledge. Journal of Research in Science Teaching, 35: 673–695.
7. van Driel, JH, Beijaard, D, and Verloop, N. 2001. Professional development and reform in science education: the role of teachers' practical knowledge. Journal of Research in Science Teaching, 38: 137–158.
8. Viiri J, 2002 Engineering students' understanding of moments of forces and their teachers' conceptions of students' understanding, PTEE 2002 http://www.kc.kuleuven.ac.be/ptee2002/abstracts.pdf, 14 January 2003