Journal Article Detail Page
written by
J. Parker and D. Heywood
This study explores the tension between subject knowledge and pedagogic content knowledge in primary teacher education. It documents students and in-service teachers learning about forces within the context of floating and sinking. In doing so it describes not only significant features of the learning process itself but also examines subject specific aspects of learning, identifying some of the inherent difficulties for learners within this domain and demonstrating how learners construct links between tacit knowledge and abstract scientific notions. Implications for teacher education and the teaching of science in the classroom are explored.
International Journal of Science Education: Volume 22, Issue 1, Pages 89-111
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=2636">Parker, J., and D. Heywood. "Exploring the relationship between subject knowledge and pedagogic content knowledge in primary teachers' learning about forces." Int. J. Sci. Educ. 22, no. 1, (January 1, 2000): 89-111.</a>
AIP Format
J. Parker and D. Heywood, , Int. J. Sci. Educ. 22 (1), 89 (2000), WWW Document, (https://doi.org/10.1080/095006900290019).
AJP/PRST-PER
J. Parker and D. Heywood, Exploring the relationship between subject knowledge and pedagogic content knowledge in primary teachers' learning about forces, Int. J. Sci. Educ. 22 (1), 89 (2000), <https://doi.org/10.1080/095006900290019>.
APA Format
Parker, J., & Heywood, D. (2000, January 1). Exploring the relationship between subject knowledge and pedagogic content knowledge in primary teachers' learning about forces. Int. J. Sci. Educ., 22(1), 89-111. Retrieved October 7, 2024, from https://doi.org/10.1080/095006900290019
Chicago Format
Parker, J., and D. Heywood. "Exploring the relationship between subject knowledge and pedagogic content knowledge in primary teachers' learning about forces." Int. J. Sci. Educ. 22, no. 1, (January 1, 2000): 89-111, https://doi.org/10.1080/095006900290019 (accessed 7 October 2024).
MLA Format
Parker, J., and D. Heywood. "Exploring the relationship between subject knowledge and pedagogic content knowledge in primary teachers' learning about forces." Int. J. Sci. Educ. 22.1 (2000): 89-111. 7 Oct. 2024 <https://doi.org/10.1080/095006900290019>.
BibTeX Export Format
@article{
Author = "J. Parker and D. Heywood",
Title = {Exploring the relationship between subject knowledge and pedagogic content knowledge in primary teachers' learning about forces},
Journal = {Int. J. Sci. Educ.},
Volume = {22},
Number = {1},
Pages = {89-111},
Month = {January},
Year = {2000}
}
Refer Export Format
%A J. Parker %A D. Heywood %T Exploring the relationship between subject knowledge and pedagogic content knowledge in primary teachers' learning about forces %J Int. J. Sci. Educ. %V 22 %N 1 %D January 1, 2000 %P 89-111 %U https://doi.org/10.1080/095006900290019 %O application/pdf
EndNote Export Format
%0 Journal Article %A Parker, J. %A Heywood, D. %D January 1, 2000 %T Exploring the relationship between subject knowledge and pedagogic content knowledge in primary teachers' learning about forces %J Int. J. Sci. Educ. %V 22 %N 1 %P 89-111 %8 January 1, 2000 %@ 1464-5289 %U https://doi.org/10.1080/095006900290019 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
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. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |
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