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Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science

  • Book
  • © 2019

Overview

Editors:
  1. Anne Hume

    1. University of Waikato, Hamilton, New Zealand

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    You can also search for this editor in PubMed   Google Scholar

  2. Rebecca Cooper

    1. Monash University, Melbourne, Australia

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    You can also search for this editor in PubMed   Google Scholar

  3. Andreas Borowski

    1. University of Potsdam, Potsdam, Germany

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  • Explores how the Pedagogical Content Knowledge (PCK) construct is currently being interpreted, used, and measured in science education

  • Repositions PCK within teachers’ professional knowledge for science teaching

  • Introduces the Refined Consensus Model (RCM) of PCK in science education

  • Offers a shared language of PCK through the RCM of PCK

  • Showcases new approaches to effectively capture, measure, and represent PCK for science teaching

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Table of contents (15 chapters)

  1. Front Matter

    Pages i-xxi
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  2. Introduction to the Refined Consensus Model of Pedagogical Content Knowledge in Science Education

    1. Front Matter

      Pages 1-2
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    2. Towards a Consensus Model: Literature Review of How Science Teachers’ Pedagogical Content Knowledge Is Investigated in Empirical Studies

      • Kennedy Kam Ho Chan, Anne Hume
      Pages 3-76

    3. The Refined Consensus Model of Pedagogical Content Knowledge in Science Education

      • Janet Carlson, Kirsten R. Daehler, Alicia C. Alonzo, Erik Barendsen, Amanda Berry, Andreas Borowski et al.
      Pages 77-94

    4. Vignettes Illustrating Practitioners’ and Researchers’ Applications of the Refined Consensus Model of Pedagogical Content Knowledge

      • Janet Carlson, Rebecca Cooper, Kirsten R. Daehler, Patricia J. Friedrichsen, Joan I. Heller, Sophie Kirschner et al.
      Pages 95-115

  4. New Approaches to PCK Research in Science

    1. Front Matter

      Pages 201-202
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    2. Unravelling Student Science Teachers’ pPCK Development and the Influence of Personal Factors Using Authentic Data Sources

      • Ineke Henze, Erik Barendsen
      Pages 203-223

    3. Investigating Practising Science Teachers’ pPCK and ePCK Development as a Result of Collaborative CoRe Design

      • Jared Carpendale, Anne Hume
      Pages 225-252

    4. A Grand Rubric for Measuring Science Teachers’ Pedagogical Content Knowledge

      • Kennedy Kam Ho Chan, Marissa Rollnick, Julie Gess-Newsome
      Pages 253-271

    5. Unpacking the Complexity of Science Teachers’ PCK in Action: Enacted and Personal PCK

      • Alicia C. Alonzo, Amanda Berry, Pernilla Nilsson
      Pages 273-288

  5. So What and What Next?

    1. Front Matter

      Pages 289-290
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    2. Perspectives on the Future of PCK Research in Science Education and Beyond

      • Christopher D. Wilson, Andreas Borowski, Jan van Driel
      Pages 291-302

    3. Developing Research on PCK as a Community

      • Rebecca Cooper, Jan van Driel
      Pages 303-315

  6. Correction to: Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science

    • Anne Hume, Rebecca Cooper, Andreas Borowski
    Pages C1-C1
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Keywords

About this book

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.

Editors and Affiliations

  • University of Waikato, Hamilton, New Zealand

    Anne Hume

  • Monash University, Melbourne, Australia

    Rebecca Cooper

  • University of Potsdam, Potsdam, Germany

    Andreas Borowski

About the editors

Anne Hume 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). 

Rebecca Cooper 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. 

Andreas Borowski 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.

Bibliographic Information

  • Book Title: Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science

  • Editors: Anne Hume, Rebecca Cooper, Andreas Borowski

  • DOI: https://doi.org/10.1007/978-981-13-5898-2

  • Publisher: Springer Singapore

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer Nature Singapore Pte Ltd. 2019

  • Hardcover ISBN: 978-981-13-5897-5Published: 24 April 2019

  • eBook ISBN: 978-981-13-5898-2Published: 28 January 2019

  • Edition Number: 1

  • Number of Pages: XXI, 330

  • Number of Illustrations: 28 b/w illustrations, 27 illustrations in colour

  • Topics: Teaching and Teacher Education, Research Methods in Education, Science Education, Professional & Vocational Education

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