The Professional Knowledge Base of Science Teaching

Sandra K. Abell - Science Classroom Assessment: What Teachers Need to KnowGlen Aikenhead - A Cultural View of Quality Science Teaching .- Amanda Berry & John Loughran - Making a case for improving practice: What can be learned about high quality science teaching from teacher produced cases?.- Debbie Corrigan & Dick Gunstone - An approach to elaborating aspects of a knowledge base for expert science teaching .- Maria Evagorou & Justin Dillon - Considering teachers’ instructional practices in argumentationPeter Fensham - Science teachers and the knowledge society.- Helmut Fischler - Didaktik – An appropriate framework for the professional work of science teachers?.- Beverley Jane and Jill Robbins – Teacher professional knowledge for foundation physics: Block play in early childhood education .- Alister Jones & Bronwyn Cowie – Enhancing teachers’ knowledges to enhance quality classroom interactions..- Stephen Keast & Rebecca Cooper – Developing the knowledge base of preservice science teachers – starting the path towards expertise .- Hongming Ma - Chinese teachers’ views of teaching culturally related knowledge in school science.- Alex Manning - Teachers’ views and experiences of working in an urban science department.- Sandy Martinuk, Anthony Clarke & Gaalen Erickson - Re-interpreting the teaching of Physics for non-majors: Motivations, constraints, and evolutions in curricular change.- Masakata Ogawa - RIKA (Japanese school science) Teachers’ Indigenized Professional Knowledge of RIKA Teaching: From Analysis of Their Discourses on Notions of RIKA Teaching.- Debra Panizzon – Teaching secondary science in rural and remote contexts: Developing appropriate pedagogical knowledge and classroom practice.- Léonie J. Rennie - Moving Beyond the Classroom: What Professional Knowledge Underpins Quality in Science Teaching?.- Lynn Uyen Tran & Heather King – Science educators in informal environments: Pedagogicalknowledge for educational professionals working outside of schools.