Re-examining Pedagogical Content Knowledge in Science Education (eBook, ePUB)

Redaktion: Berry, Amanda; Loughran, John; Friedrichsen, Patricia

• Format: ePub

Produktbeschreibung

Featuring the most up-to-date work from leading Pedagogical Content Knowledge (PCK) scholars 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.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 280
• Erscheinungstermin: 24. März 2015
• Englisch
• ISBN-13: 9781317564645
• Artikelnr.: 42539774

Autorenporträt

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.

Inhaltsangabe

Preface

Section 1: Introducing PCK: Issues, ideas and development

Chapter 1 PCK: Its genesis and exodus, Lee S. Shulman

Chapter 2 The PCK summit: A process and structure for challenging current ideas, provoking future work, and considering new directions, Janet Carlson, Laura Stokes & Jenifer Helms, Julie Gess-Newsome & April Gardner

Chapter 3 A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit, Julie Gess-Newsome

Section 2: Research developments and trajectories

Chapter 4 Supporting growth of Pedagogical Content Knowledge in science, Kirsten R. Daehler, Joan I. Heller & Nicole Wong

Chapter 5 Science teachers' PCK: Understanding sophisticated practice, Rebecca Cooper, John Loughran & Amanda Berry

Chapter 6 Tracing a research trajectory on PCK and chemistry university professors' beliefs, Kira Padilla & Andoni Garritz

Chapter 7 Assessing PCK: A new application of the uncertainty principle, P. Sean Smith & Eric R. Banilower

Chapter 8 From portraying toward assessing PCK: Drivers, dilemmas and directions for future research, Soonhye Park & Jeekyung Suh

Chapter 9 Towards a more comprehensive way to capture PCK in its complexity, Ineke Henze & Jan H. van Driel

Chapter 10 The PCK summit and its effect on work in South Africa, Marissa Rollnick & Elizabeth Mavhunga

Chapter 11 My PCK research trajectory: A purple book prompts new questions, Patricia Friedrichsen

Chapter 12 Pedagogical content knowledge reconsidered: A teacher educator's perspective, Rebecca M. Schneider

Chapter 13 On the beauty of knowing then not knowing: Pinning down the elusive qualities of PCK, Vanessa Kind

Section 3: Pedagogical Content Knowledge: Emerging themes

Chapter 14 Examining PCK Research in the Context of Current Policy Initiatives, Aaron J. Sickel, Eric Banilower, Janet Carlson & Jan van Driel

Chapter 15 Science teacher PCK learning progressions: Promises and challenges, Patricia Friedrichsen & Amanda Berry

Chapter 16 Gathering evidence for the validity of PCK measures: Connecting ideas to analytic approaches, Sophie Kirschner, Joseph Taylor, Marissa Rollnick, Andreas Borowski, Elizabeth Mavhunga

Section 4: Provocations and closing thoughts

Chapter 17 Re-examining PCK: A personal commentary, Richard F Gunstone

About the Contributors

Index

Rezensionen

"This book provides a state-of-the-art overview over 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