DEVELOPING SCIENCE TEACHERS' KNOWLEDGE ON MODELS AND MODELLING

Abstract

Research on the nature and the development of teachers' knowledge has increased in the last decades (Munby, Russell & Martin, 2001). Still, however, little is known about how beginning teachers construct and develop their knowledge in the context of learning to teach. In particular, this applies to knowledge which is related to the teaching of specific topics or issues, such as content knowledge, curricular knowledge, and pedagogical content knowledge (Shulman, 1986; Magnusson, Krajcik & Borko, 1999). The research literature shows that beginning teachers often have difficulties developing these types of knowledge, and that teacher education programs usually contribute to this development wit..