Skip to main content

Advertisement

Fig. 1 | International Journal of STEM Education

Fig. 1

From: Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: a large-scale qualitative investigation of instructor thinking

Fig. 1

Model of teacher professional knowledge and skill adapted from Gess-Newsome (2015). This model, which emerged from a meeting of researchers studying pedagogical content knowledge, guided our work. The box around pedagogical knowledge highlights the theoretical contribution this work aims to make—to elaborate on our understanding of this knowledge base for active-learning instruction in large undergraduate biology courses

Back to article page