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dc.contributor.authorHume, Anne Christine
dc.date.accessioned2013-03-26T21:00:26Z
dc.date.available2013-03-26T21:00:26Z
dc.date.issued2010
dc.identifier.citationHume, A.C. (2010). CoRes as tools for promoting pedagogical content knowledge of novice science teachers. ChemEd, 119, 13-19.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/7405
dc.description.abstractExpert science teachers possess a special blend of science content knowledge and pedagogical knowledge for teaching particular science topics to particular groups of students that is built up over time and experience. This form of professional knowledge, termed pedagogical content knowledge (PCK) by Shulman (1987), is topic-specific, unique to each science teacher, and can only be gained through teaching practice. The academic construct of PCK is a recognition that teaching is not simply the transmission of concepts and skills from teacher to students but, rather, a complex and problematic activity that requires many and varied ‘on the spot’ decisions and responses to students’ ongoing learning needs. Much has been written about the nature of PCK since Shulman first introduced the concept in 1987, and its elusive characteristics have led to much debate.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherChemistry Education in New Zealanden_NZ
dc.relation.urihttp://nzic.org.nz/chemed-nz/index.htmlen_NZ
dc.rights© 2010 Chemistry Education in New Zealand. Used with permission.en_NZ
dc.titleCoRes as tools for promoting pedagogical content knowledge of novice science teachersen_NZ
dc.typeJournal Articleen_NZ
dc.relation.isPartOfChemistry Education in New Zealanden_NZ
pubs.begin-page13en_NZ
pubs.editionMayen_NZ
pubs.elements-id34987
pubs.end-page19en_NZ
pubs.volume119en_NZ


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