Full Description
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 futurePCK 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.
Contents
Part I Introduction to the refined consensus model of pedagogical content knowledge in Science education.- 1 Towards a consensus model: Literature review of how science teachers' pedagogical content knowledge is investigated in empirical studies.- 2 The refined consensus model of PCK in Science education.- 3 Vignettes illustrating practitioners' and researchers' applications of the refined consensus model of pedagogical content knowledge.- Part II Reimagining the existing.- 4 Reconciliation between the refined consensus model of PCK and extant PCK models for advancing PCK research in Science.- 5 Exposing pathways for developing teacher pedagogical content knowledge at the topic level in Science.- 6 The development of Science teachers' professional competence.- 7 Illustrating and developing Science teachers' pedagogical content knowledge through learning study.- 8 The PCK map approach to capturing the complexity of enacted PCK (ePCK) and pedagogical reasoning in Science teaching.- PartIII New approaches to PCK research in Science.- 9 Unraveling student teachers' pPCK development in Science and the influence of psychological factors using authentic data sources.- 10 Investigating practising Science teachers' pPCK and ePCK development as a result of collaborative CoRe design.- 11 A grand rubric for measuring Science teachers' pedagogical content knowledge.- 12 Unpacking the complexity of Science teachers' PCK in action: Enacted and personal PCK.- Section IV So what and what next?.- 13 Perspectives on the future of PCK research in Science and other domains.- 14 Developing research on PCK as a community.
