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Journal of Research in Science Teaching
written by Monica G. M. Ferguson-Hessler and Ton de Jong
This study attempts to provide a systematic description of the cognitive activities involved in teaching physics. The most important aspects of the results the teaching style of experienced university professors can be described in terms of the instruction processes belonging to the two-dimensional model described in this study.
Journal of Research in Science Teaching: Volume 30, Issue 7, Pages 681-696
Subjects Levels Resource Types
Education - Basic Research
- Cognition
- Teacher Characteristics
General Physics
- Physics Education Research
- Lower Undergraduate
- Reference Material
= Research study
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Formats:
application/pdf
non-digital
Access Rights:
Available by subscription
Restriction:
© 1993 John Wiley & Sons, Inc.
Additional information is available.
DOI:
10.1002/tea.3660300707
Keywords:
Cognitive Processes, College Science, Higher Education, Models, Physics, Science Education, Science Education Research, Science Instruction, Teaching Methods
Record Creator:
Metadata instance created June 13, 2005 by Lyle Barbato
Record Updated:
September 23, 2007 by Lyle Barbato
Last Update
when Cataloged:
January 1, 1993
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Record Link
AIP Format
M. Ferguson-Hessler and T. De Jong, J. Res. Sci. Teaching 30 (7), 681 (1993), WWW Document, (https://doi.org/10.1002/tea.3660300707).
AJP/PRST-PER
M. Ferguson-Hessler and T. De Jong, Does physics instruction foster university students' cognitive processes?: a descriptive study of teacher activities, J. Res. Sci. Teaching 30 (7), 681 (1993), <https://doi.org/10.1002/tea.3660300707>.
APA Format
Ferguson-Hessler, M., & De Jong, T. (1993, January 1). Does physics instruction foster university students' cognitive processes?: a descriptive study of teacher activities. J. Res. Sci. Teaching, 30(7), 681-696. Retrieved June 29, 2022, from https://doi.org/10.1002/tea.3660300707
Chicago Format
Ferguson-Hessler, Monica, and Ton De Jong. "Does physics instruction foster university students' cognitive processes?: a descriptive study of teacher activities." J. Res. Sci. Teaching. 30, no. 7, (January 1, 1993): 681-696, https://doi.org/10.1002/tea.3660300707 (accessed 29 June 2022).
MLA Format
Ferguson-Hessler, Monica, and Ton De Jong. "Does physics instruction foster university students' cognitive processes?: a descriptive study of teacher activities." J. Res. Sci. Teaching 30.7 (1993): 681-696. 29 June 2022 <https://doi.org/10.1002/tea.3660300707>.
BibTeX Export Format
@article{ Author = "Monica Ferguson-Hessler and Ton De Jong", Title = {Does physics instruction foster university students' cognitive processes?: a descriptive study of teacher activities}, Journal = {J. Res. Sci. Teaching}, Volume = {30}, Number = {7}, Pages = {681-696}, Month = {January}, Year = {1993} }
Refer Export Format

%A Monica Ferguson-Hessler %A Ton De Jong %T Does physics instruction foster university students' cognitive processes?: a descriptive study of teacher activities %J J. Res. Sci. Teaching %V 30 %N 7 %D January 1, 1993 %P 681-696 %U https://doi.org/10.1002/tea.3660300707 %O application/pdf

EndNote Export Format

%0 Journal Article %A Ferguson-Hessler, Monica %A De Jong, Ton %D January 1, 1993 %T Does physics instruction foster university students' cognitive processes?: a descriptive study of teacher activities %J J. Res. Sci. Teaching %V 30 %N 7 %P 681-696 %8 January 1, 1993 %U https://doi.org/10.1002/tea.3660300707


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

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