In search of pedagogical content knowledge in science
Developing ways of articulating and documenting professional practice
Bibliographic Data
| ID | 23330945 |
|---|---|
| Authors | John Loughran (Monash University, corresponding author), Pamela Mulhall (0000-0002-6119-5185, Monash University), Amanda Berry (0000-0002-9902-7582, Monash University) |
| Year | 2004 |
| Volume | 41 |
| Issue | 4 |
| Pages | 370-391 |
| Publication date | 2004-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Science Teaching (JOURNAL) |
| Journal identifiers | ISSN: 0022-4308 • E-ISSN: 1098-2736 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/tea.20007 |
| OpenAlex | W1966558048 |
| Language | EN |
| Citations received | 60 |
| References cited | 25 |
This study examines the development of ways of documenting and portraying science teachers' pedagogical content knowledge (PCK). As a result of a longitudinal study into science teachers' pedagogical content knowledge, a method is developed for capturing and portraying PCK that comprises two important elements. The first is linked to the particular science content, termed Content Representation (CoRe), and the second is linked to teaching practice, termed Professional and Pedagogical experience Repertoire (PaP‐eR). Through this approach new understandings of PCK emerge that are of interest in terms of both academic (knowledge building about PCK) and teaching perspectives. This study includes a full CoRe and one PaP‐eR and fully demonstrates how these two elements interact to begin to portray science teachers' pedagogical content knowledge. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 370–391, 2004
Content (measure theory) · Content analysis · Core Knowledge · Knowledge management · Mathematics education · Nature of Science · Pedagogy · Political science · Professional development · Repertoire · Representation (politics) · Science education · Social science · Sociology · Computer Science · Educational Strategies and Epistemologies · Educator Training and Historical Pedagogy · Innovative Teaching and Learning Methods · Mathematics · Psychology
Investigando o conhecimento pedagógico do conteúdo sobre "soluções" de uma professora de química
Aspectos do conhecimento pedagógico do conteúdo (PCK) de Botânica de professores de Biologia após formação continuada em Educação a Distância
Formación de profesores para la enseñanza de la física cuántica en la secundaria
Secondary pre-service teachers’ perceptions of technological pedagogical content knowledge (TPACK)
Analysing teachers’ translation of sustainability using a PCK framework
Fostering students’ reflection
Advances in Nature of Science Research
Pedagogical reasoning
CoRe as a tool to evaluate the pedagogical knowledge of future teachers about the fraction as an operator
Getting to the CoRe of Collaborative Online International Learning (Coil)
Attitudes in didactic change
Exploring Pedagogical Content Knowledge (PCK) of Physics Teachers in a Colombian Secondary School
The Development of Pedagogical Content Knowledge about Teaching Redox Reactions in German Chemistry Teacher Education
Developing Pre-Service Teachers’ Pedagogical Content Knowledge
Evidence of the Development of Pedagogical Content Knowledge of Chemistry Teachers about Redox Reactions in the Context of a Professional Development Program
Teacher Professional Development in Integrated STEAM Education
Beginning teachers’ knowledge in Further Education
Pioneering quantitative assessment of questioning competency in elementary pre-service teachers using Likert-scale questions
Bringing design practices to chemistry classrooms
Indicators of high-quality PCK & implications for twenty-first-century science education
Measuring the validity of the pedagogical content knowledge (PCK) framework for inservice chemistry teachers
A critical review of studies using the pedagogical content knowledge map approach
Primary science teachers’ narratives about significant colleagues in light of collective PCK
Relations between Australian primary teachers’ approaches to student choice and their reported science teaching efficacy beliefs and teaching practices
Enabling Factors of Preservice Science Teachers’ Pedagogical Content Knowledge for Nature of Science and Nature of Scientific Inquiry
Middle School Science Teachers’ Discursive Purposes and Talk Moves in Supporting Students’ Experiments
“What's the Big Idea?”
Exploring career changers’ experiences in a school-based initial teacher education programme for science teachers in England
Identifying the type of transition experienced by newly qualified physics teachers entering the workplace
Transition into teaching
Unpacking PCK Relationships and Development in Science Teachers
Situated and dynamic versus declarative and static forms of pedagogical content knowledge
Developing and using a scalable assessment to measure preservice elementary teachers' content knowledge for teaching about matter
Geography Teachers’ Pedagogical Content Knowledge
The Effects of Professors’ Pedagogical Content Knowledge on Elementary Teacher Candidates’ Attitude and Achievement Regarding Biology
Transforming the Subject Matter
A Common Measurement System for K-12 STEM education
Pedagogical content knowledge about the sustainability of high school chemistry and biology teachers
Professional development and the historical tradition of informal science institutions
Teachers' views on understanding evolutionary theory
Pedagogical content knowledge (PCK) in higher education
Classroom talk, conceptual change and teacher reflection in bilingual science teaching
Affordances of video-based professional development for supporting physics teachers' judgments about evidence of student thinking
Supporting children to construct evidence-based claims in science
Synergy between lesson study and content representation in a preservice teacher practicum
Novice and expert teachers’ use of content-related knowledge during pedagogical reasoning
Developing an instrument to assess pedagogical content knowledge for biological socioscientific issues
A PCK-mapping approach to show the integration among components of the pedagogical content knowledge of elementary education teacher educators about biodiversity
Pedagogical content knowledge reconceived
Teaching together and learning together – Primary science student teachers’ and their mentors’ joint teaching and learning in the primary classroom
The nature and development of interaction among components of pedagogical content knowledge in practicum
Pedagogical content knowledge in science education
Increasing Hispanics in the Educator Workforce
Mapping out the integration of the components of pedagogical content knowledge (PCK)
Twenty Years Later
Profiling the Development of Integration Among Components of Chinese EFL Student-Teachers’ Pedagogical Content Knowledge
Operationalising pedagogical content knowledge research in technology education
Tools for Learning—Promoting Reflection for Student Teachers' Development of PCK
Educational Researchers and Practicality
The Mediating Role of Mathematics Teaching Efficacy on the Relationships Between Pedagogical Content Knowledge and Mathematics Teaching Anxiety
Relationships of Knowledge and Practice
Chapter 8
Ways of Evaluating Teacher Cognition
The reflective practitioner
Those Who Understand
The construction of subject matter knowledge in primary science teaching
Research on Teaching and Teacher Research
The Place of Story in the Study of Teaching and Teacher Education
Conducting Research on Practice
Linking Theory and Practice
Knowledge and Teaching
Criteria for assessing the trustworthiness of naturalistic inquiries
| Unique citing works | 60 |
|---|---|
| Citations per year | 3 |
| Citation span | 2006 - 2026 (21) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 54 |