Journal Article Detail Page

International Journal of Science Education
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
Subjects Levels Resource Types
Education Foundations
- Alternative Conceptions
- Learning Theory
- Teacher Characteristics
= Content Knowledge
= Pedagogical Content Knowledge
Education Practices
- Teacher Preparation
General Physics
- Physics Education Research
- Lower Undergraduate
- Reference Material
= Research study
Intended Users Formats Ratings
- Researchers
- Educators
- application/pdf
- text/html
- non-digital
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Access Rights:
Available by subscription
Restriction:
© 2000 Taylor and Francis Group
Additional information is available.
DOI:
10.1080/095006900290019
ISSN Number:
1464-5289
Keywords:
Constructivism (Learning), Elementary Education, Elementary School Teachers, Force, Foreign Countries, Knowledge Base for Teaching, Learning Processes, Misconceptions, Physics, Science Education, Scientific Concepts, United Kingdom
Record Creator:
Metadata instance created July 13, 2005 by Lyle Barbato
Record Updated:
March 9, 2010 by Lyle Barbato
Last Update
when Cataloged:
January 1, 2000
Other Collections:

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Record Link
AIP Format
J. Parker and D. Heywood, Int. J. Sci. Educ. 22 (1), 89 (2000), WWW Document, (http://dx.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), <http://dx.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 1, 2014, from http://dx.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, http://dx.doi.org/10.1080/095006900290019 (accessed 1 October 2014).
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. 1 Oct. 2014 <http://dx.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 http://dx.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 http://dx.doi.org/10.1080/095006900290019


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