Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science

Editors: Hume, Anne, Cooper, Rebecca, Borowski, Andreas (Eds.)

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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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  • ISBN 978-981-13-5898-2
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Hardcover $139.99
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  • ISBN 978-981-13-5897-5
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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.

About the authors

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.

Table of contents (14 chapters)

Table of contents (14 chapters)
  • Towards a Consensus Model: Literature Review of How Science Teachers’ Pedagogical Content Knowledge Is Investigated in Empirical Studies

    Chan, Kennedy Kam Ho (et al.)

    Pages 3-76

  • The Refined Consensus Model of Pedagogical Content Knowledge in Science Education

    Carlson, Janet (et al.)

    Pages 77-92

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

    Carlson, Janet (et al.)

    Pages 93-113

  • Reconciliation Between the Refined Consensus Model of PCK and Extant PCK Models for Advancing PCK Research in Science

    Park, Soonhye

    Pages 117-128

  • Exposing Pathways for Developing Teacher Pedagogical Content Knowledge at the Topic Level in Science

    Mavhunga, Elizabeth

    Pages 129-148

Buy this book

eBook $109.00
price for USA in USD (gross)
  • ISBN 978-981-13-5898-2
  • Digitally watermarked, DRM-free
  • Included format: EPUB, PDF
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $139.99
price for USA in USD
  • ISBN 978-981-13-5897-5
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
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Bibliographic Information

Bibliographic Information
Book Title
Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science
Editors
  • Anne Hume
  • Rebecca Cooper
  • Andreas Borowski
Copyright
2019
Publisher
Springer Singapore
Copyright Holder
Springer Nature Singapore Pte Ltd.
eBook ISBN
978-981-13-5898-2
DOI
10.1007/978-981-13-5898-2
Hardcover ISBN
978-981-13-5897-5
Edition Number
1
Number of Pages
XXI, 329
Number of Illustrations
28 b/w illustrations, 27 illustrations in colour
Topics