Applying a goal‐driven model of science teacher cognition to the resolution of two anomalies in research on the relationship between science teacher education and classroom practice

Gespeichert in:

Autor*in:	Hutner, Todd L [verfasserIn] Markman, Arthur B

Format:	Artikel
Sprache:	Englisch

Erschienen:	2017

Rechteinformationen:	Nutzungsrecht: © 2017 Wiley Periodicals, Inc.

Schlagwörter:	cognitive science science education teacher cognition science teacher education

Übergeordnetes Werk:	Enthalten in: Journal of research in science teaching - New York, NY [u.a.] : Wiley, 1963, 54(2017), 6, Seite 713-736
Übergeordnetes Werk:	volume:54 ; year:2017 ; number:6 ; pages:713-736

Links:	Volltext Link aufrufen

DOI / URN:	10.1002/tea.21383

Katalog-ID:	OLC1995797898

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