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Rollnick, Marissa – Research in Science Education, 2017
This study focuses on how teachers learn to teach a new topic and the role played by their developing content knowledge as they teach. The paper is based on seven high school science teachers' studies on the teaching of semiconductors, at the time a new topic in the curriculum. Analysis of artefacts such as teacher concept maps, video recordings…
Descriptors: Teaching Methods, Pedagogical Content Knowledge, Secondary School Teachers, Secondary School Science
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Mavhunga, Elizabeth; Rollnick, Marissa – Research in Science Education, 2016
In science education, learner-centred classroom practices are widely accepted as desirable and are associated with responsive and reformed kinds of teacher beliefs. They are further associated with high-quality Pedagogical Content Knowledge (PCK). Topic-Specific Pedagogical Content Knowledge (TSPCK), a version of PCK defined at topic level, is…
Descriptors: Foreign Countries, Science Teachers, Preservice Teachers, Student Teacher Attitudes
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Rollnick, Marissa; Mundalamo, Fhatuwani; Booth, Shirley – Research in Science Education, 2013
The challenge of teaching new subject matter is a familiar one for most teachers. This paper investigates the content knowledge gains made by seven teachers as they learn to teach the topic of semiconductors through a process of self-study. "Semiconductors" is a new topic in the curriculum which looks at the sub-microscopic properties of…
Descriptors: Concept Mapping, Pedagogical Content Knowledge, Electronic Equipment, Phenomenology
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Davidowitz, Bette; Rollnick, Marissa – Research in Science Education, 2003
Explores the Competency Tripod model and flow diagrams as two sources for enabling students' metacognition in a second year undergraduate chemistry laboratory. Results indicate that all four students engaged in metacognitive practices, all believed that flow diagrams are extremely useful, and all understood the Competency Tripod model, but only…
Descriptors: Case Studies, Chemistry, Higher Education, Learning
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Rollnick, Marissa; Lubben, Fred; Lotz, Sandra; Dlamini, Betty – Research in Science Education, 2002
Investigates changes in students' understanding of various aspects of measurement before and after participating in two different introductory laboratory courses at two universities in South Africa. Considerable gains were made during instruction with both groups, though some important differences were identified between them. Neither group could…
Descriptors: Higher Education, Laboratory Experiments, Measurement, Science Education