| dc.contributor.author |
Burde, Jan-Philipp |
|
| dc.contributor.author |
Bradley, John |
|
| dc.contributor.author |
Moodie, Peter |
|
| dc.date.accessioned |
2023-01-09T10:01:18Z |
|
| dc.date.available |
2023-01-09T10:01:18Z |
|
| dc.date.issued |
2023-01 |
|
| dc.identifier.uri |
http://hdl.handle.net/10900/135021 |
|
| dc.identifier.uri |
http://nbn-resolving.de/urn:nbn:de:bsz:21-dspace-1350213 |
de_DE |
| dc.identifier.uri |
http://dx.doi.org/10.15496/publikation-76372 |
|
| dc.description.abstract |
In this chapter, we will first provide an overview of the science teacher preparation programs at the University of Tübingen and the University of the Witwatersrand. We proceed by looking more closely at the physics and chemistry of electric circuits, before providing an analysis of students' typical conceptual difficulties with cells and circuits. Drawing on our experiences in the two contexts, Wits and Tübingen, we discuss possible pedagogical implications for science teachers-in-training. I |
en |
| dc.language.iso |
en |
de_DE |
| dc.publisher |
Tübingen University Press |
de_DE |
| dc.rights |
cc_by-nc-nd |
de |
| dc.rights.uri |
https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode.de |
de |
| dc.subject.ddc |
370 |
de_DE |
| dc.title |
Chapter 10 - Shared Perspectives from Two Universities on Teaching Electricity: Lessons for Science Teacher Education |
en |
| dc.type |
BookPart |
de_DE |
| utue.publikation.fachbereich |
Erziehungswissenschaft |
de_DE |
| utue.publikation.fakultaet |
8 Zentrale, interfakultäre und fakultätsübergreifende Einrichtungen |
de_DE |
| utue.opus.portal |
tuese04 |
de_DE |
| utue.publikation.noppn |
yes |
de_DE |
Solange nicht anders angezeigt, wird die Lizenz wie folgt beschrieben: cc_by-nc-nd