Marissa Rollnick
Marissa Rollnick
Professor Emeritus, School of Education, University of the Witwatersrand
Verified email at - Homepage
Cited by
Cited by
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
Big ideas: A review of astronomy education research 1974–2008
A Lelliott, M Rollnick
International Journal of Science Education 32 (13), 1771-1799, 2010
Current issues and perspectives on second language learning of science
M Rollnick
Studies in Science Education 35 (1), 93-121, 2000
Improving PCK of chemical equilibrium in pre-service teachers
E Mavhunga, M Rollnick
African Journal of Research in Mathematics, Science and Technology Education …, 2013
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
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
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
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
Enabling metacognition in the laboratory: A case study of four second year university chemistry students
B Davidowitz, M Rollnick
Research in Science Education 33 (1), 43-69, 2003
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
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
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
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
The influence of language on the second language teaching and learning of science
M Rollnick
Socio-cultural perspectives on science education, 121-137, 1998
Pre-service science teacher education in Africa: Prospects and challenges
MB Ogunniyi, M Rollnick
Journal of Science Teacher Education 26 (1), 65-79, 2015
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
Identifying potential for equitable access to tertiary level science: Digging for gold
M Rollnick
Springer Science & Business Media, 2010
The place of subject matter knowledge in teacher education
M Rollnick, E Mavhunga
International handbook of teacher education, 423-452, 2016
How wide is the gap between high school and first-year chemistry at the University of the Witwatersrand?: research in higher education
FK Mumba, M Rollnick, M White
South African Journal of Higher Education 16 (3), 148-156, 2002
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 (6), 831-855, 2016
The system can't perform the operation now. Try again later.
Articles 1–20