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Direct linkFriedrichsen, Patrica; Van Driel, Jan H.; Abell, Sandra K. – Science Education, 2011
In this position paper, we examine the science teaching orientation component of the S. Magnusson, J. Krajcik, and H. Borko (1999) pedagogical content knowledge (PCK) model for science teaching. We trace the origin of the construct in the literature, identifying multiple definitions that have lead to ambiguity. After examining published studies…
Descriptors: Figurative Language, Position Papers, Pedagogical Content Knowledge, Science Instruction
Maeng, Seungho; Kim, Chan-Jong – Science Education, 2011
This study investigated the modalities of science teaching practice and students' pedagogic subject positioning through the linguistic features of science classroom discourse and the discursive interaction. For this purpose, this study sought to develop a methodology for classroom discourse analysis, the TMARC (Triangular Model of Analyzing…
Descriptors: Classroom Communication, Discourse Analysis, Science Teachers, Teaching Methods
van Zee, Emily H.; Hammer, David; Bell, Mary; Roy, Patricia; Peter, Jennifer – Science Education, 2005
This case study documents an example of inquiry learning and teaching during a summer institute for elementary and middle school teachers. A small group constructed an explanatory model for an intriguing optical phenomenon that they were observing. Research questions included: What physics thinking did the learners express? What aspects of…
Descriptors: Teaching Methods, Middle School Teachers, Physics, Investigations
