The Professional Knowledge Base of Science Teaching

1. Front Matter

   Pages 1-1

   PDF

2. Approaches to Considering the Professional Knowledge Base of Science Teachers

   • Deborah Corrigan, Richard Gunstone, Justin Dillon

   Pages 1-11

3. Blurring the Boundary Between the Classroom and the Community: Challenges for Teachers’ Professional Knowledge

   • Léonie J. Rennie

   Pages 13-29

4. Didaktik —An Appropriate Framework for the Professional Work of Science Teachers ?

   • Helmut Fischler

   Pages 31-50

5. Moving Beyond Deconstruction and Reconstruction: Teacher Knowledge-as-Action

   • Alister Jones, Bronwen Cowie

   Pages 51-63

6. Making a Case for Improving Practice: What Can Be Learned About High-Quality Science Teaching from Teacher-Produced Cases?

   • John Loughran, Amanda Berry

   Pages 65-81

7. An Approach to Elaborating Aspects of a Knowledge Base for Expert Science Teaching

   • Deborah Corrigan, Richard Gunstone

   Pages 83-106

8. Towards a Cultural View on Quality Science Teaching

   • Glen Aikenhead

   Pages 107-127

9. Japanese Elementary Rika Teachers’ Professional Beliefs and Knowledge of Rika Teaching: How Are They Indigenized?

   • Masakata Ogawa

   Pages 129-152

10. Chinese Teachers’ Views of Teaching Culturally Related Knowledge in School Science

    • Hongming Ma

    Pages 153-171

11. Teaching Secondary Science in Rural and Remote Schools: Exploring the Critical Role of a Professional Learning Community

    • Debra Panizzon

    Pages 173-187

12. Argumentation in the Teaching of Science

    • Maria Evagorou, Justin Dillon

    Pages 189-203

13. Assessment Literacy: What Science Teachers Need to Know and Be Able to Do

    • Sandra K. Abell, Marcelle A. Siegel

    Pages 205-221

14. Supporting Technological Thinking: Block Play in Early Childhood Education

    • Jill Robbins, Beverley Jane, Jacinta Bartlett

    Pages 223-241

15. Re-conceptualizing the Teaching of Physics for Non-majors: Learning from Instructor-Driven Reform

    • Sandy Martinuk, Anthony Clark, Gaalen Erickson

    Pages 243-258

16. Developing the Knowledge Base of Preservice Science Teachers: Starting the Path Towards Expertise Using Slowmation

    • Stephen Keast, Rebecca Cooper

    Pages 259-277

17. Teaching Science in Informal Environments: Pedagogical Knowledge for Informal Educators

    • Lynn Uyen Tran, Heather King

    Pages 279-293

18. Knowledge to Deal with Challenges to Science Education from Without and Within

    • Peter J. Fensham

    Pages 295-317

19. Back Matter

    Pages 307-307

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Over the past twenty years, much has been written about the knowledge bases thought necessary to teach science. Shulman has outlined seven knowledge domains needed for teaching, and others, such as Tamir, have proposed somewhat similar domains of knowledge, specifically for science teachers. Aspects of this knowledge have changed because of shifts in curriculum thinking, and the current trends in science education have seen a sharp increase in the significance of the knowledge bases. The development of a standards-based approach to the quality of science teaching has become common in the Western world, and phrases such as “evidence-based practice” have been tossed around in the attempt to “measure” such quality. The Professional Knowledge Base of Science Teaching explores the knowledge bases considered necessary for science teaching. It brings together a number of researchers who have worked with science teachers, and they address what constitutes evidence of high quality science teaching, on what basis such evidence can be judged, and how such evidence reflects the knowledge basis of the modern day professional science teacher. This is the second book produced from the Monash University- King’s College London International Centre for the Study of Science and Mathematics Curriculum. The first book presented a big picture of what science education might be like if values once again become central while this book explores what classroom practices may look like based on such a big picture.

• Bildung
• Didaktik
• Humanistic Science
• Japanese school science
• RIKA
• Science for All
• Science for Public Understanding
• evidence-based practice
• king's college london
• knowledge base
• knowledge bases
• knowledge basis
• knowledge domain
• monash university
• science education
• science knowledge domains
• science teaching
• scientific literacy

• Fac. Education, Centre for Science, Mathematics &, Monash University, Clayton, Australia

  Deborah Corrigan

• Dept. Education & Professional Studies, King's College London, London, United Kingdom

  Justin Dillon

• Fac. Education, Monash University, Clayton, Australia

  Richard Gunstone

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