How do physics teacher candidates substantiate their knowledge? An analytical framework for examining the epistemic dimensions of content knowledge in higher education

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

Alkuperäiskielienglanti
Artikkeli120
LehtiEducation Sciences
Vuosikerta9
Numero2
Sivumäärä22
ISSN2227-7102
DOI - pysyväislinkit
TilaJulkaistu - 2019
OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

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title = "How do physics teacher candidates substantiate their knowledge? An analytical framework for examining the epistemic dimensions of content knowledge in higher education",
keywords = "516 Educational sciences",
author = "Maija Nousiainen and Heidi Hyytinen and Elina Palmgren and Auli Toom",
year = "2019",
doi = "10.3390/educsci9020120",
language = "English",
volume = "9",
journal = "Education Sciences",
issn = "2227-7102",
publisher = "MDPI AG",
number = "2",

}

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T1 - How do physics teacher candidates substantiate their knowledge? An analytical framework for examining the epistemic dimensions of content knowledge in higher education

AU - Nousiainen, Maija

AU - Hyytinen, Heidi

AU - Palmgren, Elina

AU - Toom, Auli

PY - 2019

Y1 - 2019

KW - 516 Educational sciences

U2 - 10.3390/educsci9020120

DO - 10.3390/educsci9020120

M3 - Article

VL - 9

JO - Education Sciences

JF - Education Sciences

SN - 2227-7102

IS - 2

M1 - 120

ER -