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The Impact of High School Life Science Teachers’ Subject Matter Knowledge and Knowledge of Student Misconceptions on Students’ Learning
One of the foundational assumptions in education is that greater teacher knowledge contributes to greater gains in student knowledge, but empirical evidence in support of this assumption is scarce. Using a U.S. sample of 79 biology teachers and their 2749 high school students, we investigate whether...
| Autores principales: | , , , |
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| Formato: | Online Artículo Texto |
| Lenguaje: | English |
| Publicado: |
American Society for Cell Biology
2020
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| Materias: | |
| Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8697650/ https://www.ncbi.nlm.nih.gov/pubmed/32108561 http://dx.doi.org/10.1187/cbe.19-08-0164 |