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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Development of PCK for novice and experienced university physics instructors: a case study
Syh‐Jong Jang, Meng-Fang Tsai, Ho-Yuan Chen
Teaching in Higher Education (2012) Vol. 18, Iss. 1, pp. 27-39
Closed Access | Times Cited: 23

Showing 23 citing articles:

Examining Primary Education Teachers’ Perceptions of TPACK and the Related Educational Context Factors
Dimitrios Roussinos, Athanassios Jimoyiannis
Journal of Research on Technology in Education (2019) Vol. 51, Iss. 4, pp. 377-397
Closed Access | Times Cited: 75
Pedagogical content knowledge (PCK) in higher education: A systematic scoping review
Mahbub Sarkar, Laura Gutierrez-Bucheli, Sun Yee Yip, et al.
Teaching and Teacher Education (2024) Vol. 144, pp. 104608-104608
Open Access | Times Cited: 9
Developing Pedagogical Content Knowledge: Lessons Learned from Intervention Studies
Marie Evens, Jan Elen, Fien Depaepe
Education Research International (2015) Vol. 2015, pp. 1-23
Open Access | Times Cited: 86
Using wikis and collaborative learning for science teachers' professional development
Y‐H. Chen, Suyeon Park Jang, Po-Jung CHEN
Journal of Computer Assisted Learning (2014) Vol. 31, Iss. 4, pp. 330-344
Closed Access | Times Cited: 38
Assessing university students' perceptions of their Physics instructors' TPACK development in two contexts
Yahui Chang, Syh‐Jong Jang, Yang‐Hsueh Chen
British Journal of Educational Technology (2014) Vol. 46, Iss. 6, pp. 1236-1249
Closed Access | Times Cited: 30
Exploring the technical pedagogical and content knowledge (TPACK) of Taiwanese university physics instructors
Syh‐Jong Jang, Yahui Chang
Australasian Journal of Educational Technology (2016) Vol. 32, Iss. 1
Open Access | Times Cited: 30
DEVELOPING CHEMISTRY PRESERVICE TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE (PCK) THROUGH THE LEARNING BY COLLABORATIVE DESIGN (LBCD) CURRICULUM MODEL
Feng Deng, Changlei Xiao, Fenglin Jia, et al.
Journal of Baltic Science Education (2024) Vol. 23, Iss. 4, pp. 615-631
Open Access | Times Cited: 2
Evaluation of the effectiveness of student learning and teacher instruction on team-based learning during quality control of diagnostic imaging
Meng-Fang Tsai, Jo‐Chi Jao
Medical Education Online (2020) Vol. 25, Iss. 1
Open Access | Times Cited: 16
Subject matter pedagogy in university teaching: how lecturers use relations between theory and practice
Mayke W. C. Vereijken, Roeland van der Rijst
Teaching in Higher Education (2021) Vol. 28, Iss. 4, pp. 880-893
Open Access | Times Cited: 10
A South African beginner natural sciences teacher’s articulated PCK-in-practice with respect to electric circuits: A case study
Washington T. Dudu, Joyce G. Poti, Motlhale J. Sebatana
Eurasia Journal of Mathematics Science and Technology Education (2022) Vol. 18, Iss. 10, pp. em2161-em2161
Open Access | Times Cited: 7
Secondary students’ perceptions of their teachers’ pedagogical content knowledge: a scale development study
Sinem Üner, Hüseyin Akkuş
Teacher Development (2019) Vol. 23, Iss. 5, pp. 566-587
Closed Access | Times Cited: 8
Professional portrait of future instructors for physical education of preschool
T.M. Semanychyn, S. L. Popel
Physical Education of Students (2015) Vol. 19, Iss. 1, pp. 60-66
Open Access | Times Cited: 6
Introducing randomization tests via an evaluation of peer-led team learning in undergraduate chemistry courses
Vanessa Rosa, Scott E. Lewis
Chemistry Education Research and Practice (2019) Vol. 21, Iss. 1, pp. 287-306
Closed Access | Times Cited: 4
How Physics Teachers’ Pedagogical Content Knowledge is Captured: A Literature Review
Ika Pratiwi Wulandari, Endang Purwaningsih, Nuril Munfaridah
Kasuari Physics Education Journal (KPEJ) (2024) Vol. 7, Iss. 1, pp. 138-150
Open Access
Exploring the development of pedagogical content knowledge (PCK) for health professions educators through faculty development
Mahbub Sarkar, Laura Gutierrez-Bucheli, Nicoleta Maynard, et al.
Advances in Health Sciences Education (2024)
Closed Access
Research on the Development of Faculty, Graduate Teaching Assistants, and Undergraduate Learning Assistants
Valerie K. Otero, Emily Alicea-Muñoz
(2023), pp. 16-20
Closed Access | Times Cited: 1
Probleme Dayalı Öğrenmenin Fen Bilimleri Öğretmen Adaylarının Pedagojik Alan Bilgisi Gelişimlerine Etkisi
Tufan İnaltekin, Fatma Şahin
Ege Eğitim Dergisi (2019) Vol. 20, Iss. 1, pp. 78-112
Open Access | Times Cited: 1
Pre-engineering students’ perception of mathematics teachers’ knowledge and instruction
Yosef Kasa, Solomon Areaya, Mulugeta Woldemichael
Pedagogical Research (2022) Vol. 7, Iss. 3, pp. em0127-em0127
Open Access | Times Cited: 1
Perceptions of Undergraduate Physical Chemistry Instructors: Lessons from a Nationwide Survey, Assessment Analysis, and Reflections on Teaching and Learning
Laura Fox
(2016)
Closed Access
Teaching Performance, Sense of Belongingness and Attitude of Thailand Adventist Missionary Teachers
H. Keith Edwards
SSRN Electronic Journal (2015)
Closed Access


Physical Education of Students (2015), Iss. 1
Open Access
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