Peer reviewedERIC Number: EJ557655
Record Type: Journal
Publication Date: 1997
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0737-5328
EISSN: N/A
Modeling Pedagogical Content Knowledge in Physical Science for Prospective Middle School Teachers: Problems and Possibilities.
Doster, Elizabeth C.; Jackson, David F.; Smith, Darwin W.
Teacher Education Quarterly, v24 n4 p51-65 Fall 1997
One innovative course for prospective middle school science teachers, theoretically grounded in pedagogical content knowledge, was taught by an instructional team of scientists, science educators, and practicing teachers who utilized discussion and experiential learning. Data from discussions and observations indicated that students were uncomfortable with this type of instruction, though they enjoyed the discussion. (SM)
Descriptors: College School Cooperation, Discussion (Teaching Technique), Experiential Learning, Group Instruction, Higher Education, Intermediate Grades, Junior High Schools, Knowledge Base for Teaching, Middle School Teachers, Middle Schools, Partnerships in Education, Pedagogical Content Knowledge, Physical Sciences, Preservice Teacher Education, Science Education, Student Attitudes, Teacher Collaboration, Teaching Methods
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
