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001 EBC3034703
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006 m o d |
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008 240724s2012 xx o ||||0 eng d
020 _a9789460918216
_q(electronic bk.)
020 _z9789460917882
035 _a(MiAaPQ)EBC3034703
035 _a(Au-PeEL)EBL3034703
035 _a(CaPaEBR)ebr10589405
035 _a(OCoLC)810422462
040 _aMiAaPQ
_beng
_erda
_epn
_cMiAaPQ
_dMiAaPQ
050 4 _aL1-991
100 1 _aLoughran, J. John.
245 1 0 _aUnderstanding and Developing Science Teachers' Pedagogical Content Knowledge :
_b2nd Edition.
250 _a2nd ed.
264 1 _aRotterdam :
_bBRILL,
_c2012.
264 4 _c©2012.
300 _a1 online resource (245 pages)
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
490 1 _aProfessional Learning Series ;
_vv.12
505 0 _aIntro -- Understanding and Developing ScienceTeachers' Pedagogical Content Knowledge -- TABLE OF CONTENTS -- ACKNOWLEDGMENTS -- PREFACE TO SECOND EDITION -- CHAPTER ONE Teaching -- CHAPTER TWO Pedagogical Content Knowledge -- CHAPTER THREE Portraying PCK -- CHAPTER FOUR Particle theory -- 4.1: What is the smallest bit? -- 4.2: Teaching about the concept of nothing -- 4.3: Playdough balls: Concrete models of abstract ideas -- 4.4: Careful chemical reactions -- 4.5: Questions and answers -- 4.6: Seeing things differently -- 4.7: Probing students' views -- 4.8: Good vibrations -- CHAPTER FIVE Chemical reactions -- SECTION ONE -- 5.1a: Creating a unit of work in chemistry -- 5.1b: What is a chemical reaction -- 5.1c: Background to murder mystery unit -- 5.1d: Students love a murder mystery -- 5.1e: An annotated syllabus -- SECTION TWO -- 5.2: Understanding what substances are -- 5.3: What are the differences in the ways metals react? -- 5.4: Introducing reaction types: Less is more -- 5.5: The limitations of predictability of chemical reactions -- 5.6: Probing students' views: Insights into teacher change -- 5.7: The increase in mass through combustion -- CHAPTER SIX Circulatory system -- 6.1: What is it about blood? -- 6.2: Not just a thing, but a need for a function -- 6.3: Heart exploration -- 6.4: Questions we want answered -- 6.5: Roadways -- 6.6: Walking the heart -- 6.7: Mapping students' knowledge -- 6.8: Commenting on the core -- CHAPTER SEVEN Force -- SECTION ONE -- 7.1a: The big ideas -- 7.1b: Newton's third law: A key to understanding force -- 7.1c: Developing ideas of force and reaction forces -- 7.1d: Being specific about force -- 7.1e: Developing students' ideas about friction -- SECTION TWO -- 7.2: Familiar forces -- 7.3: Issues to be resolved with year 10 -- 7.4: Features of force -- 7.5: Does gravity need air?.
505 8 _a7.6: What students' think -- CHAPTER EIGHT Electric circuits -- 8.1: The jelly bean role play - some pros and cons -- 8.2: Language matters -- 8.3: It's like a … -- 8.4: Why one teacher avoids using v = ir -- 8.5: Strings and light globes -- 8.6: Helping students to discriminate -- CHAPTER NINE Genetics -- 9.1: A mental model for teaching genetics -- 9.2: Deep time -- 9.3: Terminology talk -- 9.4: Understanding how natural selection works -- 9.5: Understanding the role of chance in evolution -- 9.6: Introducing DNA with sweets and songs -- 9.7: Science is different when you have to teach it -- CHAPTER TEN Examining the use and value of CoRes and PaP-eRs -- CHAPTER ELEVEN Science teaching and teacher education -- REFERENCES -- INDEX.
588 _aDescription based on publisher supplied metadata and other sources.
590 _aElectronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
650 0 _aScience teachers.
650 0 _aScience-Study and teaching (Secondary).
655 4 _aElectronic books.
700 1 _aBerry, Amanda.
700 1 _aMulhall, Pamala.
776 0 8 _iPrint version:
_aLoughran, J. John
_tUnderstanding and Developing Science Teachers' Pedagogical Content Knowledge
_dRotterdam : BRILL,c2012
_z9789460917882
797 2 _aProQuest (Firm)
830 0 _aProfessional Learning Series
856 4 0 _uhttps://ebookcentral.proquest.com/lib/orpp/detail.action?docID=3034703
_zClick to View
999 _c62193
_d62193