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Direct linkAppleton, Ken – Journal of Science Teacher Education, 2008
Elementary teachers are typically hesitant to teach science. While a limited knowledge of science content is a reason for this, limited science pedagogical content knowledge (PCK) has emerged as another reason in recent research. This study constitutes two case studies of a professional development program for elementary teachers involving…
Descriptors: Mentors, Pedagogical Content Knowledge, Science Instruction, Elementary School Teachers
