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Direct linkPeters-Burton, Erin E. – Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2013
To fully incorporate nature of science knowledge into classrooms, teachers must be both proficient in their own nature of science knowledge, but also skillful in translating their knowledge into a learning environment which assesses student knowledge. Twenty-eight inservice teachers enrolled in a graduate course which in part required a clinical…
Descriptors: Secondary School Teachers, Science Teachers, Interviews, Pedagogical Content Knowledge
