Pedagogical Content Knowledge: Should We Keep it Alive?

Yıl 2006, Cilt: 2 Sayı: 13, 1 - 10, 01.11.2006

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https://doi.org/10.11616/AbantSbe.169

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Pedagogical Content Knowledge: Should We Keep it Alive?

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Kaynakça

• Barnett, C. (1992). “Building A Case Curriculum to Enhance the Pedagogical Content Knowledge of Mathematics Teachers,” Journal of Teacher Education, n. 42, ss. 263—272.
• Benchmarks http:/ project2061.aaas.org/tools/benhcnİ/bchinhtm
• Carnegie Task Force on Teaching as a Profession: (1986). A Nation Prepared: Teachers for the 21st Century. Washington DC: Carnegie î G A bant İzzet Buysa Üniversitesi Süsyal Bilimler Ensıı'tüsı'e' Dergişa“ 2006-2 ( I 3’ )
• Clermont, C. P., Borko, H., Krajcik, S i. (1994). “Comparative Study of the Pedagogical Content Knowledge of Experienced and Novice Chemical Demonstrators,” Journal of Research in Science Teaching, n. 31, ss. 419—441.
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• Lederman, N. G., Gess—Newsorne, J., Latz, M. S. (1994). “Expertise in Mathematics Instruction: Subject Matter Knowledge,” Journal of Research in Science Teaching, n. 31, ss. 1 29—146.
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• Shulman, L. S. (1986a). “Those Who Understand: Knowledge Growth in Teaching,” Educational Researcher, n. 15, ss. 4—14.
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