NotesFAQContact Us
Search Tips
Showing all 4 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Scharfenberg, Franz-Josef; Bogner, Franz X. – Journal of Science Teacher Education, 2019
To meet the requirements of students' cooperative learning, our quasi-experimental study addresses how preservice teachers (PSTs), as a component of their procedural pedagogical content knowledge (PCK), might develop more adequate tutor-student interactions during students' experimentation. Applying the assignment-assistance tutoring model, we…
Descriptors: Role Playing, Tutoring, Preservice Teacher Education, Preservice Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Kreuzer, Pia; Dreesmann, Daniel – Journal of Science Teacher Education, 2017
Natural history museums (NHMs) are important out-of-school learning settings for teaching science; therefore, familiarisation with NHMs is crucial for future teachers. This article presents a student teacher training program in the form of an optional module for Master of Education Biology students at a major German university that focuses on NHMs…
Descriptors: Student Teacher Attitudes, Museums, History, Pretests Posttests
Peer reviewed Peer reviewed
Direct linkDirect link
Großschedl, Jörg; Harms, Ute; Kleickmann, Thilo; Glowinski, Ingrid – Journal of Science Teacher Education, 2015
What learning opportunities in higher education promote the development of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK)? In order to investigate this question, a cross-sectional study with a total of 274 German preservice biology teachers (21.5% male, average age 22.8 years) was conducted in German…
Descriptors: Preservice Teachers, Biology, Pedagogical Content Knowledge, Teacher Education
Peer reviewed Peer reviewed
Koballa, Thomas R., Jr.; Graber, Wolfgang; Coleman, Dava; Kemp, Andrew C. – Journal of Science Teacher Education, 1999
Describes prospective teachers' conceptions of what one needs to know to be a chemistry teacher at the German gymnasium, and compares their conceptions with those emphasized by the university they attend. Hypothesizes that preservice teachers' conceptions suggest a nested model of knowledge needed for chemistry teaching. (Contains 30 references.)…
Descriptors: Chemistry, Foreign Countries, Higher Education, Knowledge Base for Teaching