Do Subject Matter Knowledge, and Pedagogical Content Knowledge Constitute the Ideal Gas Law of Science Teaching?.

Lederman, Norman G.; Gess-Newsome, Julie

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Peer reviewed

ERIC Number: EJ466009

Record Type: Journal

Publication Date: 1992

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1046-560X

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Do Subject Matter Knowledge, and Pedagogical Content Knowledge Constitute the Ideal Gas Law of Science Teaching?

Lederman, Norman G.; Gess-Newsome, Julie

Journal of Science Teacher Education, v3 n1 p16-20 Win 1992

Describes Pedagogical Content Knowledge and focuses on the empirical research directly concerned with the relationship between science teachers' subject matter knowledge or structures and actual classroom practice. Concludes there is little evidence that a relationship exists. (PR)

Descriptors: Education Courses, Education Majors, Elementary Secondary Education, Knowledge Base for Teaching, Methods Courses, Pedagogical Content Knowledge, Science Education, Science Instruction, Science Teachers, Scientific Concepts, Teacher Education

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

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Authoring Institution: N/A

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Author Affiliations: N/A