Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science

✍ Scribed by Anne Hume, Rebecca Cooper, Andreas Borowski

• Publisher: Springer Singapore
• Year: 2019
• Tongue: English
• Leaves: 342
• Edition: 1st ed.
• Category: Library

✦ Synopsis

This book enhances readers’ understanding of science teachers’ professional knowledge, and illustrates how the Pedagogical Content Knowledge research agenda can make a difference in teachers’ practices and how students learn science. Importantly, it offers an updated international perspective on the evolving nature of Pedagogical Content Knowledge and how it is shaping research and teacher education agendas for science teaching. The first few chapters background and introduce a new model known as the Refined Consensus Model (RCM) of Pedagogical Content Knowledge (PCK) in science education, and clarify and demonstrate its use in research and teacher education and practice. Subsequent chapters show how this new consensus model of PCK in science education is strongly connected with empirical data of varying nature, contains a tailored language to describe the nature of PCK in science education, and can be used as a framework for illuminating past studies and informing the design of future PCK studies in science education. By presenting and discussing the RCM of PCK within a variety of science education contexts, the book makes the model significantly more applicable to teachers’ work.

✦ Table of Contents

Front Matter ....Pages i-xxi
Front Matter ....Pages 1-2
Towards a Consensus Model: Literature Review of How Science Teachers’ Pedagogical Content Knowledge Is Investigated in Empirical Studies (Kennedy Kam Ho Chan, Anne Hume)....Pages 3-76
The Refined Consensus Model of Pedagogical Content Knowledge in Science Education (Janet Carlson, Kirsten R. Daehler)....Pages 77-92
Vignettes Illustrating Practitioners’ and Researchers’ Applications of the Refined Consensus Model of Pedagogical Content Knowledge (Janet Carlson, Rebecca Cooper, Kirsten R. Daehler, Patricia J. Friedrichsen, Joan I. Heller, Sophie Kirschner et al.)....Pages 93-113
Front Matter ....Pages 115-116
Reconciliation Between the Refined Consensus Model of PCK and Extant PCK Models for Advancing PCK Research in Science (Soonhye Park)....Pages 117-128
Exposing Pathways for Developing Teacher Pedagogical Content Knowledge at the Topic Level in Science (Elizabeth Mavhunga)....Pages 129-148
The Development of Science Teachers’ Professional Competence (Stefan Sorge, Anita Stender, Knut Neumann)....Pages 149-164
Illustrating and Developing Science Teachers’ Pedagogical Content Knowledge Through Learning Study (Rebecca M. Schneider)....Pages 165-184
The PCK Map Approach to Capturing the Complexity of Enacted PCK (ePCK) and Pedagogical Reasoning in Science Teaching (Soonhye Park, Jee Kyung Suh)....Pages 185-197
Front Matter ....Pages 199-200
Unravelling Student Science Teachers’ pPCK Development and the Influence of Personal Factors Using Authentic Data Sources (Ineke Henze, Erik Barendsen)....Pages 201-221
Investigating Practising Science Teachers’ pPCK and ePCK Development as a Result of Collaborative CoRe Design (Jared Carpendale, Anne Hume)....Pages 223-250
A Grand Rubric for Measuring Science Teachers’ Pedagogical Content Knowledge (Kennedy Kam Ho Chan, Marissa Rollnick, Julie Gess-Newsome)....Pages 251-269
Unpacking the Complexity of Science Teachers’ PCK in Action: Enacted and Personal PCK (Alicia C. Alonzo, Amanda Berry, Pernilla Nilsson)....Pages 271-286
Front Matter ....Pages 287-288
Perspectives on the Future of PCK Research in Science Education and Beyond (Christopher D. Wilson, Andreas Borowski, Jan van Driel)....Pages 289-300
Developing Research on PCK as a Community (Rebecca Cooper, Jan van Driel)....Pages 301-313
Back Matter ....Pages 315-329

✦ Subjects

Education; Teaching and Teacher Education; Research Methods in Education; Science Education; Professional and Vocational Education