Science Teacher Knowledge of Physics Concepts in School-Based Assessment of Practical Work: A Solomon Islands Case Study
| dc.contributor.author | Kakai, Lionel Cliff | |
| dc.contributor.supervisor | Kok-Sing Tang | en_US |
| dc.date.accessioned | 2019-03-26T01:42:37Z | |
| dc.date.available | 2019-03-26T01:42:37Z | |
| dc.date.issued | 2018 | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.11937/75057 | |
| dc.description.abstract |
Informed by a theoretical model of phases of school curriculum, science teachers’ knowledge of physics concepts in school-based assessment of practical work in the high schools was explored through a mixed methods case study in Solomon Islands. Although participants have some knowledge and understanding of physics concepts, an integrated pedagogical content knowledge comprising the understanding of scientific concepts, school-based assessment and practical work is necessary to bridge the gaps within the phases of science curriculum. | en_US |
| dc.publisher | Curtin University | en_US |
| dc.title | Science Teacher Knowledge of Physics Concepts in School-Based Assessment of Practical Work: A Solomon Islands Case Study | en_US |
| dc.type | Thesis | en_US |
| dcterms.educationLevel | PhD | en_US |
| curtin.department | Education | en_US |
| curtin.accessStatus | Open access | en_US |
| curtin.faculty | Humanities | en_US |