Engaging Elementary Teachers’ Pedagogical Content Knowledge
Adopting Problem-Based Learning in the Context of Science Teaching and Learning
Bibliographic Data
| ID | 15401240 |
|---|---|
| Authors | Karen Goodnough (0000-0003-2385-0641, Memorial University of Newfoundland, corresponding author), Bruce G Nolan (Memorial University of Newfoundland) |
| Year | 2008 |
| Volume | 8 |
| Issue | 3 |
| Pages | 197-216 |
| Publication date | 2008-09-25 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Canadian Journal of Science Mathematics and Technology Education (JOURNAL) |
| Journal identifiers | ISSN: 1492-6156 • E-ISSN: 1942-4051 |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1080/14926150802315130 |
| OpenAlex | W2004988730 |
| Language | EN |
| Citations received | 2 |
| References cited | 29 |
Content (measure theory · Context (archaeology · Experiential learning · Learning Sciences · Mathematics education · Pedagogy · Science education · Science learning · Teaching and learning center · Teaching method · Computer Science · Education and Critical Thinking Development · Innovative Teaching Methods · Mathematics · Problem and Project Based Learning · Psychology
Radical Constructivism
The Scholarship of Teaching
Problem-Based Learning
Effects of problem-based learning
The Transition
A taxonomy of problem‐based learning methods
Effects of Problem-Based Learning
Understanding and Developing Science Teachers' Pedagogical Content Knowledge
Understanding and Developing Science Teachers’ Pedagogical Content Knowledge
Those Who Understand
Teacher induction and elementary science teaching
Personal Practical Knowledge
Primary teachers’ confidence about teaching science and technology
Becoming a Self-Regulated Learner
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,18 |
| Citation span | 2015 - 2020 (6) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |