The Intertwined Roles of Teacher Content Knowledge and Knowledge of Scientific Practices in Support of a Science Learning Community

2018 ◽  
pp. 17-48 ◽  
Author(s):  
Lane Seeley ◽  
Eugenia Etkina ◽  
Stamatis Vokos
Keyword(s):  
Learning Community ◽  
Content Knowledge ◽  
Science Learning ◽  
Scientific Practices ◽  
Teacher Content Knowledge ◽  
Roles Of Teacher

scholarly journals Inquiry-based Science Education and e-Learning

2021 ◽  
Vol 52 (2) ◽  
pp. 24-27
Author(s):  
Sofoklis A. Sotiriou
Keyword(s):  
Science Education ◽  
Science Learning ◽  
Scientific Research ◽  
Higher Order ◽  
Scientific Practices ◽  
Learning Tools ◽  
Science Classrooms ◽  
Scientific Databases ◽  
E Learning ◽  
Higher Order Learning

Science classrooms (even in the time of the pandemic) should provide more challenging, inquiry-based, authentic and higher-order learning experiences allowing students to participate in scientific practices and tasks. Rich scientific databases, e-Learning tools and digital educational resources can serve as a catalyst for science learning. They can offer a better understanding of complex scientific research, making science understandable and interesting to the students.

A Primer on Content Knowledge in Physical Education Research

2020 ◽  
pp. 1-6
Author(s):  
Peter A. Hastie
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Physical Education ◽  
Preservice Teacher ◽  
Content Knowledge ◽  
Specialized Content Knowledge ◽  
Teacher Content Knowledge ◽  
Common Content ◽  
Key Terms

This paper presents a summary of the research on teacher (and preservice teacher) content knowledge within physical education teaching and teacher education. It is organized around the key terms that are predominant in the literature of this field, namely, content knowledge, common content knowledge, and specialized content knowledge. Each of the studies and their key findings are presented within tables. The result is a document that serves as a primer, allowing readers a good understanding of the vocabulary of the field, as well as knowledge of the topics that have been researched to date.

The Veritable Quandary of Teacher Content Knowledge

2008 ◽  
Vol 108 (2) ◽  
pp. 44-45
Author(s):  
Carole Basile ◽  
Doris Kimbrough
Keyword(s):  
Content Knowledge ◽  
Teacher Content Knowledge
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