E-Book Overview
Pedagogical Content Knowledge (PCK) has been adapted, adopted, and taken up in a diversity of ways in science education since the concept was introduced in the mid-1980s. Now that it is so well embedded within the language of teaching and learning, research and knowledge about the construct needs to be more useable and applicable to the work of science teachers, especially so in these times when standards and other measures are being used to define their knowledge, skills, and abilities.
Re-examining Pedagogical Content
Knowledge in Science Education is organized around three themes: Re-examining PCK: Issues, ideas and development; Research developments and trajectories; Emerging themes in PCK research. Featuring the most up-to-date work from leading PCK scholars in science education across the globe, this volume maps where PCK has been, where it is going, and how it now informs and enhances knowledge of science teachers’ professional knowledge. It illustrates how the PCK research agenda has developed and can make a difference to teachers’ practice and students’ learning of science.
E-Book Content
RE-EXAMINING PEDAGOGICAL CONTENT KNOWLEDGE IN SCIENCE EDUCATION
“This book provides a state-of-the-art overview of the most recent developments in PCK research in the world and identifies common themes and perspectives for future research. A distinct feature is the proposal of a consensus model of teacher professional knowledge including PCK. As such, this is a must-read for every researcher working in the field of science teacher education as well as science teacher educators who want to learn more about what to teach and how to teach it to their students.” Knut Neumann, Leibniz Institute for Science and Mathematics Education, Germany “This book can offer guidance and direction for other science education researchers in pursuing the impact of PCK on teaching and learning in science. It is timely, and it is needed. It is an important resource for all PCK researchers.” William R. Veal, College of Charleston, USA Pedagogical content knowledge (PCK) has been adapted, adopted, and taken up in a diversity of ways in science education since the concept was introduced in the mid-1980s. Now that it is so well embedded within the language of teaching and learning, research and knowledge about the construct needs to be more useable and applicable to the work of science teachers, especially so in these times when standards and other measures are being used to define their knowledge, skills, and abilities. Featuring the most up-to-date work from leading PCK scholars in science education across the globe, this volume maps where PCK has been, where it is going, and how it now informs and enhances knowledge of science teachers’ professional knowledge. It illustrates how the PCK research agenda has developed and can make a difference to teachers’ practice and students’ learning of science. Amanda Berry is Associate Professor, ICLON, Leiden University, the Netherlands. Patricia Friedrichsen is Associate Professor, University of Missouri, USA. John Loughran is Dean, Faculty of Education, Monash University, Australia.
Teaching and Learning in Science Series Norman G. Lederman, Series Editor
Re-examining Pedagogical Content Knowledge in Science Education Berry/Friedrichsen/Loughran Student Thinking and Learning in Science: Perspectives on the Nature and Development of Learners’ Ideas Taber Integrating Science, Technology, Engineering, and Mathematics: Issues, Reflections, and Ways Forward Rennie/Venville/Wallace (Eds.) Rethinking the Way We Teach Science: The Interplay of Content, Pedagogy, and the Nature of Science Rosenblatt Exploring the Landscape of Scientific Literacy Linder/Östman/Roberts/Wickman/Erickson/MacKinnon (Eds.) Designing and Teaching the Elementary Science Methods Course Abell/Appleton/Hanuscin Interdisci