Preservice teachers' pedagogical content knowledge of using particle models in teaching chemistry

By O. Jong, J. V. van Driel, N. Verloop. 2005

240 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Physical and Theoretical Chemistry

View Paper: https://www.semanticscholar.org/paper/f65e01556474fffd472952e9e13f85b7e3131c64

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. O. N. Kaya
2. Pernilla Nilsson
3. Ineke Henze
4. M. Drechsler
5. Erik Barendsen
6. J. Loughran
7. J. V. van Driel
8. Vanessa Kind

In Education

1. Ineke Henze
2. Erik Barendsen
3. O. N. Kaya
4. J. Loughran
5. Pernilla Nilsson
6. M. Drechsler
7. J. V. van Driel
8. V. Laboskey

In Physical and Theoretical Chemistry

1. O. N. Kaya
2. Pernilla Nilsson
3. J. V. van Driel
4. Vanessa Kind
5. Juan Quílez

Citations in the corpus

• Teaching for Understanding: The complex nature of pedagogical content knowledge in pre‐service education (2008, background): “Supporting De Jong, van Driel, and Verloop ( 2005 ), this study indicates the importance of engaging science student‐teachers in projects with a substantive focus on reflection on their own teaching of science in order to help them make insightful shifts in their thinking about their orientation tow”
• Experienced Teachers’ Pedagogical Content Knowledge of Teaching Acid–base Chemistry (2008, background): “According to De Jong et al. (2005) , these two components are intertwined and should be used in a flexible manner.”
• Exploring the Development of Pre-Service Science Elementary Teachers’ Pedagogical Content Knowledge (2012, background): “To date, few studies (e.g., De Jong et al. 2005; Padilla et al. 2008) have examined (preservice) teachers’ approaches to the teaching of the whole of a topic and the reasons for that approach—what content is taught, how and why.”
• Relating Teacher PCK and Teacher Practice Using Classroom Observation (2017, background): “In addition Henze et al. (2008), De Jong et al. (2005) and Wongsopawiro (2012) have used a variety of data sources in their studies on PCK and PCK development both in beginning and experienced teachers.”
• The Nature of Relationships among the Components of Pedagogical Content Knowledge of Preservice Science Teachers: ‘Ozone layer depletion’ as an example (2009, background): “These results are consistent with the results of the previous studies with PSTs (e.g., De Jong & Van Driel, 2004; De Jong et al., 2005; Van Driel et al., 2002).”
• STUDENTS’ CONCEPTIONS OF THE PARTICULATE NATURE OF MATTER AT SECONDARY AND TERTIARY LEVEL (2010, unknown): “... 2003; Peterson & Treagust, 1989; Taber, 1994; Taber & Coll, 2002; Boo, 1998; Tan & Treagust, 1999), acids and bases (Nakhleh & Krajcik, 1994; Bradley & Mosimege, 1998; Sisovic & Bojovic, 2000), atoms and molecules (Ben-Zvi, Eylon & Silberstein, 1986; Griffiths & Preston, 1992; Nakhleh & Samarapu”