{"title":"化学教师对实践活动的看法","authors":"Katarína Kotuľáková, Ľubica Janošcová, Natália Priškinová, Kateřina Trčková","doi":"10.1080/1046560x.2024.2332033","DOIUrl":null,"url":null,"abstract":"The purpose of “practical work” in chemistry lessons as perceived by teachers varies and does not always correspond with an emphasis on procedural learning. Teachers project various objectives in t...","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"67 1","pages":""},"PeriodicalIF":2.1000,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Perception of Practical Activities by Chemistry Teachers\",\"authors\":\"Katarína Kotuľáková, Ľubica Janošcová, Natália Priškinová, Kateřina Trčková\",\"doi\":\"10.1080/1046560x.2024.2332033\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The purpose of “practical work” in chemistry lessons as perceived by teachers varies and does not always correspond with an emphasis on procedural learning. Teachers project various objectives in t...\",\"PeriodicalId\":47326,\"journal\":{\"name\":\"Journal of Science Teacher Education\",\"volume\":\"67 1\",\"pages\":\"\"},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2024-03-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Science Teacher Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/1046560x.2024.2332033\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Science Teacher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/1046560x.2024.2332033","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Perception of Practical Activities by Chemistry Teachers
The purpose of “practical work” in chemistry lessons as perceived by teachers varies and does not always correspond with an emphasis on procedural learning. Teachers project various objectives in t...
期刊介绍：
Journal of Science Teacher Education (JSTE) is the flagship journal of the Association for Science Teacher Education. It serves as a forum for disseminating high quality research and theoretical position papers concerning preservice and inservice education of science teachers. The Journal features pragmatic articles that offer ways to improve classroom teaching and learning, professional development, and teacher recruitment and retention at pre K-16 levels.
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