Abstract
In the past teaching was traditionally regarded as the transmission of knowledge and learning, the success of which depended mainly on the depth of the teacher’s knowledge.
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Lawrenz, F. and McCreath, H., 1988, “Integrating Quantitative and Qualitative Evaluation Methods to compare two Inservice Training Programs”, Journal of Research in Science Teaching, 25 (5), 397–407.
Pacca, J. L. A. and Villani, A., 1993, “Um curso de actualización y cambios conceptuales en professores de Física”, submitted to Enseñanza de las Ciencias.
Villani, A. and Pacca, J. L. A., 1992, “Teoria e Prática Didática na Atualizaçåo de Professores de Física”, Revista Brasileira de Ensino de Fisica, 14 (2), 113–119.
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© 1995 Springer Science+Business Media New York
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Villani, A., Pacca, J.L.A. (1995). Scientific Knowledge and Teaching Ability. In: Bernardini, C., Tarsitani, C., Vicentini, M. (eds) Thinking Physics for Teaching. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-1921-8_36
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DOI: https://doi.org/10.1007/978-1-4615-1921-8_36
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