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 teachersa professional knowledge. It illustrates how the PCK research agenda has developed and can make a difference to teachersa practice and studentsa learning of science.Barendsen, E. aamp; Henze, I. (2012). Comparing teacher PCK and teacher practice through PCK related classroom observation. Paper presented at the NARST conference, Indianapolis, IA. Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., anbsp;...
|Title||:||Re-examining Pedagogical Content Knowledge in Science Education|
|Author||:||Amanda Berry, Patricia Friedrichsen, John Loughran|
|Publisher||:||Routledge - 2015-03-24|