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Peer reviewedRitchie, Stephen M. – Science Education, 1999
Describes a case study of an experienced provocateur-teacher in which the teacher's theory for science learning and teaching during teacher-student interactions was inferred from classroom observations, teacher-student discourse, and stimulated recall interviews. The teacher's instructional moves were interrelated with the components of his…
Descriptors: Case Studies, Classroom Communication, Cognitive Structures, Foreign Countries
