Details
Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science
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160,49 € |
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| Verlag: | Springer |
| Format: | |
| Veröffentl.: | 28.01.2019 |
| ISBN/EAN: | 9789811358982 |
| Sprache: | englisch |
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Beschreibungen
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.
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.- Part III 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.
<p><b>Anne Hume</b> was a member of the TEMS Education Research Centre at the University of Waikato, New Zealand from 2005–2016, where she led the Science Research Group, lectured on science education at the undergraduate, graduate and postgraduate levels, and supervised doctoral students. In her last year there she was Director of the TEMS Centre. Her key research interest has been in science PCK development for pre-service and in-service teachers and teacher educators, using approaches such as reflective writing, simulation of classroom practice and Content Representation (CoRe design). </p>
<p><b>Rebecca Cooper</b> is a Senior Lecturer at the Faculty of Education, Monash University, Australia. She works predominantly with pre-service and in-service science teachers and her research interests include considering how science teachers and science teacher educators develop pedagogical knowledge and pedagogical content knowledge throughout their careers; improving the quality of science teaching to increase student engagement; and working with teachers on promoting values in their science teaching in an effort to better understand the development of scientific literacy with students. </p>
<p><b>Andreas Borowski</b> is a Professor at the Faculty of Mathematics and Science, Potsdam University, Germany, where he is also Director of the Teacher Education and Education Research Center (ZeLB). His research interests are in the professional knowledge of pre-service and in-service physics teachers; and in investigating the connections between pedagogical knowledge, pedagogical content knowledge and content knowledge for pre-service teachers. In the context of in-service education, he studies the influence of physics teachers’ professional knowledge through videotaped classroom performance assessments, together with students’ learning gain and motivation. </p>
<p><b>Rebecca Cooper</b> is a Senior Lecturer at the Faculty of Education, Monash University, Australia. She works predominantly with pre-service and in-service science teachers and her research interests include considering how science teachers and science teacher educators develop pedagogical knowledge and pedagogical content knowledge throughout their careers; improving the quality of science teaching to increase student engagement; and working with teachers on promoting values in their science teaching in an effort to better understand the development of scientific literacy with students. </p>
<p><b>Andreas Borowski</b> is a Professor at the Faculty of Mathematics and Science, Potsdam University, Germany, where he is also Director of the Teacher Education and Education Research Center (ZeLB). His research interests are in the professional knowledge of pre-service and in-service physics teachers; and in investigating the connections between pedagogical knowledge, pedagogical content knowledge and content knowledge for pre-service teachers. In the context of in-service education, he studies the influence of physics teachers’ professional knowledge through videotaped classroom performance assessments, together with students’ learning gain and motivation. </p>
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.
<p>Explores how the Pedagogical Content Knowledge (PCK) construct is currently being interpreted, used, and measured in science education</p><p>Repositions PCK within teachers’ professional knowledge for science teaching</p><p>Introduces the Refined Consensus Model (RCM) of PCK in science education</p><p>Offers a shared language of PCK through the RCM of PCK</p><p>Showcases new approaches to effectively capture, measure, and represent PCK for science teaching</p>
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