| JANÍK, Tomáš, Petr NAJVAR, Jan SLAVÍK a Josef TRNA. On the dynamic nature of physics teachers pedagogical content knowledge. Orbis scholae. Praha: PedF UK, 2009, roč. 3, č. 2, s. 47-62. ISSN 1802-4637. |
Další formáty:
BibTeX
LaTeX
RIS
@article{852530,
author = {Janík, Tomáš and Najvar, Petr and Slavík, Jan and Trna, Josef},
article_location = {Praha},
article_number = {2},
keywords = {content representation; pedagogical content knowledge; physics teaching; video study},
language = {eng},
issn = {1802-4637},
journal = {Orbis scholae},
title = {On the dynamic nature of physics teachers pedagogical content knowledge},
url = {http://www.orbisscholae.cz/archiv/2009_02.pdf},
volume = {3},
year = {2009}
}
TY - JOUR
ID - 852530
AU - Janík, Tomáš - Najvar, Petr - Slavík, Jan - Trna, Josef
PY - 2009
TI - On the dynamic nature of physics teachers pedagogical content knowledge
JF - Orbis scholae
VL - 3
IS - 2
SP - 47-62
EP - 47-62
PB - PedF UK
SN - 18024637
KW - content representation
KW - pedagogical content knowledge
KW - physics teaching
KW - video study
UR - http://www.orbisscholae.cz/archiv/2009_02.pdf
N2 - This study focuses on the role of teachers pedagogical content knowledge (PCK) in transforming subject matter in physics instruction (at lower-secondary school). The purpose of the present study is to investigate the nature of teachers pedagogical content knowledge. Video recordings were analysed of 27 lessons taught by 8 lower-secondary school teachers on the topic composition of forces. A typology of content representations was developed inductively. The findings show that teachers use various types of content representations. These illustrate the dynamic nature of teachers pedagogical content knowledge, which is documented using the example of a teacher who combines various types of representation flexibly when introducing the concept composition of forces.
ER -
JANÍK, Tomáš, Petr NAJVAR, Jan SLAVÍK a Josef TRNA. On the dynamic nature of physics teachers pedagogical content knowledge. \textit{Orbis scholae}. Praha: PedF UK, 2009, roč.~3, č.~2, s.~47-62. ISSN~1802-4637.
|
