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Impact of Teachers' Overcoming Experience of Threshold Concepts in Chemistry on Pedagogical Content Knowledge (PCK) Development
2015
Journal of the Korean Chemical Society
As a follow-up study to identify references for threshold concepts in science, 20 high school chemistry teachers were interviewed. Seven concepts were identified as threshold concepts. The data revealed that teachers overcome the thresholds while they are teaching as well as learning during their school years. This explains that the mastery experience of threshold concepts involve not only the process of creating subject matter knowledge of a learner but also the reflection on or preparation
doi:10.5012/jkcs.2015.59.4.308
fatcat:ehy5q6vky5c6do6zd3sfhdooxm