Pedagogical content knowledge of experts and novices-what knowledge do they activate when analyzing science lessons?

Krepf M, Plöger W, Scholl D, Seifert A (2017)
Journal of Research in Science Teaching 55(1): 44-67.

Zeitschriftenaufsatz | Veröffentlicht | Englisch
 
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Autor*in
Krepf, Matthias; Plöger, Wilfried; Scholl, Daniel; Seifert, AndreasUniBi
Erscheinungsjahr
2017
Zeitschriftentitel
Journal of Research in Science Teaching
Band
55
Ausgabe
1
Seite(n)
44-67
ISSN
0022-4308
Page URI
https://pub.uni-bielefeld.de/record/2931701

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Krepf M, Plöger W, Scholl D, Seifert A. Pedagogical content knowledge of experts and novices-what knowledge do they activate when analyzing science lessons? Journal of Research in Science Teaching. 2017;55(1):44-67.
Krepf, M., Plöger, W., Scholl, D., & Seifert, A. (2017). Pedagogical content knowledge of experts and novices-what knowledge do they activate when analyzing science lessons? Journal of Research in Science Teaching, 55(1), 44-67. doi:10.1002/tea.21410
Krepf, M., Plöger, W., Scholl, D., and Seifert, A. (2017). Pedagogical content knowledge of experts and novices-what knowledge do they activate when analyzing science lessons? Journal of Research in Science Teaching 55, 44-67.
Krepf, M., et al., 2017. Pedagogical content knowledge of experts and novices-what knowledge do they activate when analyzing science lessons? Journal of Research in Science Teaching, 55(1), p 44-67.
M. Krepf, et al., “Pedagogical content knowledge of experts and novices-what knowledge do they activate when analyzing science lessons?”, Journal of Research in Science Teaching, vol. 55, 2017, pp. 44-67.
Krepf, M., Plöger, W., Scholl, D., Seifert, A.: Pedagogical content knowledge of experts and novices-what knowledge do they activate when analyzing science lessons? Journal of Research in Science Teaching. 55, 44-67 (2017).
Krepf, Matthias, Plöger, Wilfried, Scholl, Daniel, and Seifert, Andreas. “Pedagogical content knowledge of experts and novices-what knowledge do they activate when analyzing science lessons?”. Journal of Research in Science Teaching 55.1 (2017): 44-67.

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