The refined consensus model of pedagogical content knowledge in science education J Carlson, KR Daehler, AC Alonzo, E Barendsen, A Berry, A Borowski, ... Repositioning pedagogical content knowledge in teachers’ knowledge for …, 2019 | 641 | 2019 |
The place of subject matter knowledge in pedagogical content knowledge: A case study of South African teachers teaching the amount of substance and chemical equilibrium M Rollnick, J Bennett, M Rhemtula, N Dharsey, T Ndlovu International journal of science education 30 (10), 1365-1387, 2008 | 589 | 2008 |
Big ideas: A review of astronomy education research 1974–2008 A Lelliott, M Rollnick International Journal of Science Education 32 (13), 1771-1799, 2010 | 316 | 2010 |
Improving PCK of chemical equilibrium in pre-service teachers E Mavhunga, M Rollnick African Journal of Research in Mathematics, Science and Technology Education …, 2013 | 250 | 2013 |
Current issues and perspectives on second language learning of science M Rollnick Studies in Science Education 35 (1), 93-121, 2000 | 188 | 2000 |
Improving pre-laboratory preparation of first year university chemistry students M Rollnick, S Zwane, M Staskun, S Lotz, G Green International Journal of Science Education 23 (10), 1053-1071, 2001 | 153 | 2001 |
The use of mother tongue and English in the learning and expression of science concepts: a classroom‐based study M Rollnick, M Rutherford International Journal of Science Education 18 (1), 91-103, 1996 | 121 | 1996 |
The role of English in individual and societal development: A view from African classrooms A Cleghorn, M Rollnick Tesol Quarterly 36 (3), 347-372, 2002 | 112 | 2002 |
Pre-service science teacher education in Africa: Prospects and challenges MB Ogunniyi, M Rollnick Journal of Science Teacher Education 26, 65-79, 2015 | 100 | 2015 |
What lies at the heart of good undergraduate teaching? A case study in organic chemistry B Davidowitz, M Rollnick Chemistry Education Research and Practice 12 (3), 355-366, 2011 | 93 | 2011 |
Enabling metacognition in the laboratory: A case study of four second year university chemistry students B Davidowitz, M Rollnick Research in Science Education 33, 43-69, 2003 | 92 | 2003 |
The use of a conceptual change model and mixed language strategy for remediating misconceptions on air pressure M Rollnick, M Rutherford International Journal of Science Education 15 (4), 363-381, 1993 | 80 | 1993 |
Learning about semi conductors for teaching—The role played by content knowledge in pedagogical content knowledge (PCK) development M Rollnick Research in Science Education 47, 833-868, 2017 | 77 | 2017 |
PCK of teaching electrochemistry in chemistry teachers: A case in Johannesburg, Gauteng Province, South Africa M Rollnick, E Mavhunga Educación química 25 (3), 354-362, 2014 | 76 | 2014 |
A grand rubric for measuring science teachers’ pedagogical content knowledge KKH Chan, M Rollnick, J Gess-Newsome Repositioning pedagogical content knowledge in teachers’ knowledge for …, 2019 | 75 | 2019 |
Teacher-or learner-centred? Science teacher beliefs related to topic specific pedagogical content knowledge: A South African case study E Mavhunga, M Rollnick Research in Science Education 46, 831-855, 2016 | 71 | 2016 |
The place of subject matter knowledge in teacher education M Rollnick, E Mavhunga International Handbook of Teacher Education: Volume 1, 423-452, 2016 | 69 | 2016 |
Exploring the development of novice unqualified graduate teachers’ topic-specific PCK in teaching the particulate nature of matter in South Africa’s classrooms P Pitjeng-Mosabala, M Rollnick International Journal of Science Education 40 (7), 742-770, 2018 | 66 | 2018 |
Students’ learning-approach profiles in relation to their university experience and success M Rollnick, B Davidowitz, M Keane, A Bapoo, L Magadla Teaching in Higher Education 13 (1), 29-42, 2008 | 59 | 2008 |
African primary school teachers‐what ideas do they hold on air and air pressure? M Rollnick, M Rutherford International Journal of Science Education 12 (1), 101-113, 1990 | 59 | 1990 |