Understanding And Developing Scienceteachers Pedagogical Content Knowledge

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Understanding and Developing ScienceTeachers’ Pedagogical Content Knowledge

John Loughran,Amanda Berry,Pamela Mulhall
Understanding and Developing ScienceTeachers Pedagogical Content Knowledge Book PDF

Author : John Loughran,Amanda Berry,Pamela Mulhall
Publisher : Springer Science & Business Media
Page : 239 pages
File Size : 50,7 Mb
Release : 2012-07-31
Category : Education
ISBN : 9789460918216

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Understanding and Developing ScienceTeachers’ Pedagogical Content Knowledge by John Loughran,Amanda Berry,Pamela Mulhall Pdf

There has been a growing interest in the notion of a scholarship of teaching. Such scholarship is displayed through a teacher’s grasp of, and response to, the relationships between knowledge of content, teaching and learning in ways that attest to practice as being complex and interwoven. Yet attempting to capture teachers’ professional knowledge is difficult because the critical links between practice and knowledge, for many teachers, is tacit. Pedagogical Content Knowledge (PCK) offers one way of capturing, articulating and portraying an aspect of the scholarship of teaching and, in this case, the scholarship of science teaching. The research underpinning the approach developed by Loughran, Berry and Mulhall offers access to the development of the professional knowledge of science teaching in a form that offers new ways of sharing and disseminating this knowledge. Through this Resource Folio approach (comprising CoRe and PaP-eRs) a recognition of the value of the specialist knowledge and skills of science teaching is not only highlighted, but also enhanced. The CoRe and PaP-eRs methodology offers an exciting new way of capturing and portraying science teachers’ pedagogical content knowledge so that it might be better understood and valued within the profession. This book is a concrete example of the nature of scholarship in science teaching that is meaningful, useful and immediately applicable in the work of all science teachers (preservice, in-service and science teacher educators). It is an excellent resource for science teachers as well as a guiding text for teacher education. Understanding teachers' professional knowledge is critical to our efforts to promote quality classroom practice. While PCK offers such a lens, the construct is abstract. In this book, the authors have found an interesting and engaging way of making science teachers' PCK concrete, useable, and meaningful for researchers and teachers alike. It offers a new and exciting way of understanding the importance of PCK in shaping and improving science teaching and learning. Professor Julie Gess-Newsome Dean of the Graduate School of Education Williamette University This book contributes to establishing CoRes and PaP-eRs as immensely valuable tools to illuminate and describe PCK. The text provides concrete examples of CoRes and PaP-eRs completed in “real-life” teaching situations that make stimulating reading. The authors show practitioners and researchers alike how this approach can develop high quality science teaching. Dr Vanessa Kind Director Science Learning Centre North East School of Education Durham University

Understanding and Developing Science Teachers' Pedagogical Content Knowledge

J. John Loughran,Amanda Berry,Pamala Mulhall
Understanding and Developing Science Teachers Pedagogical Content Knowledge Book PDF

Author : J. John Loughran,Amanda Berry,Pamala Mulhall
Publisher : BRILL
Page : 238 pages
File Size : 49,6 Mb
Release : 2006-01-01
Category : Education
ISBN : 9789087903657

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Understanding and Developing Science Teachers' Pedagogical Content Knowledge by J. John Loughran,Amanda Berry,Pamala Mulhall Pdf

There has been a growing interest in the notion of a scholarship of teaching. Such scholarship is displayed through a teacher’s grasp of, and response to, the relationships between knowledge of content, teaching and learning in ways that attest to practice as being complex and interwoven. Yet attempting to capture teachers’ professional knowledge is difficult because the critical links between practice and knowledge, for many teachers, is tacit. Pedagogical Content Knowledge (PCK) offers one way of capturing, articulating and portraying an aspect of the scholarship of teaching and, in this case, the scholarship of science teaching. The research underpinning the approach developed by Loughran, Berry and Mulhall offers access to the development of the professional knowledge of science teaching in a form that offers new ways of sharing and disseminating this knowledge. Through this Resource Folio approach (comprising CoRe and PaP-eRs) a recognition of the value of the specialist knowledge and skills of science teaching is not only highlighted, but also enhanced. The CoRe and PaP-eRs methodology offers an exciting new way of capturing and portraying science teachers’ pedagogical content knowledge so that it might be better understood and valued within the profession. This book is a concrete example of the nature of scholarship in science teaching that is meaningful, useful and immediately applicable in the work of all science teachers (preservice, in-service and science teacher educators). It is an excellent resource for science teachers as well as a guiding text for teacher education.

Science Teachers’ Knowledge Development

Jan H. van Driel
Science Teachers Knowledge Development Book PDF

Author : Jan H. van Driel
Publisher : BRILL
Page : 341 pages
File Size : 42,7 Mb
Release : 2021-11-29
Category : Education
ISBN : 9789004505452

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Science Teachers’ Knowledge Development by Jan H. van Driel Pdf

Jan van Driel presents an overview of his research on the professional knowledge that science teachers develop and enact in their teaching to promote student understanding and engagement in science.

Re-examining Pedagogical Content Knowledge in Science Education

Amanda Berry,Patricia Friedrichsen,John Loughran
Re examining Pedagogical Content Knowledge in Science Education Book PDF

Author : Amanda Berry,Patricia Friedrichsen,John Loughran
Publisher : Routledge
Page : 291 pages
File Size : 50,6 Mb
Release : 2015-03-24
Category : Education
ISBN : 9781317564645

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Re-examining Pedagogical Content Knowledge in Science Education by Amanda Berry,Patricia Friedrichsen,John Loughran Pdf

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 teachers’ professional knowledge. It illustrates how the PCK research agenda has developed and can make a difference to teachers’ practice and students’ learning of science.

Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science

Anne Hume,Rebecca Cooper,Andreas Borowski
Repositioning Pedagogical Content Knowledge in Teachers Knowledge for Teaching Science Book PDF

Author : Anne Hume,Rebecca Cooper,Andreas Borowski
Publisher : Springer
Page : 344 pages
File Size : 45,6 Mb
Release : 2019-01-28
Category : Education
ISBN : 9789811358982

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Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science by Anne Hume,Rebecca Cooper,Andreas Borowski Pdf

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.

Re-examining Pedagogical Content Knowledge in Science Education

Amanda Berry,Patricia Friedrichsen,John Loughran
Re examining Pedagogical Content Knowledge in Science Education Book PDF

Author : Amanda Berry,Patricia Friedrichsen,John Loughran
Publisher : Routledge
Page : 281 pages
File Size : 51,6 Mb
Release : 2015-03-24
Category : Education
ISBN : 9781317564652

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Re-examining Pedagogical Content Knowledge in Science Education by Amanda Berry,Patricia Friedrichsen,John Loughran Pdf

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 teachers’ professional knowledge. It illustrates how the PCK research agenda has developed and can make a difference to teachers’ practice and students’ learning of science.

Science Education

Shamin Padalkar,Mythili Ramchand,Rafikh Shaikh,Indira Vijaysimha
Science Education Book PDF

Author : Shamin Padalkar,Mythili Ramchand,Rafikh Shaikh,Indira Vijaysimha
Publisher : Taylor & Francis
Page : 172 pages
File Size : 54,7 Mb
Release : 2022-07-26
Category : Education
ISBN : 9781000591736

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Science Education by Shamin Padalkar,Mythili Ramchand,Rafikh Shaikh,Indira Vijaysimha Pdf

The book presents key perspectives on teaching and learning science in India. It offers adaptive expertise to teachers and educators through a pedagogic content knowledge (PCK) approach. Using cases and episodes from Indian science classrooms to contextualise ideas and practices, the volume discusses the nature of science, and aspects of assessments and evaluations for both process skills and conceptual understanding of the subject. It examines the significance of science education at school level and focuses on meaningful learning and development of scientific and technological aptitude. The chapters deal with topics from physics, chemistry and biology at the middle- and secondary-school levels, and are designed to equip student-teachers with theoretical and practical knowledge abilities about science, science learning and the abilities to teach these topics along with teaching. The book draws extensively from research on science education and teacher education and shifts away from knowledge transmission to the active process of constructivist teaching-learning practices. The authors use illustrative examples to highlight flexible planning for inclusive classrooms. Based on studies on cognitive and developmental psychology, pedagogical content knowledge of science, socio-cultural approaches to learning science, and the history and philosophy of science, the book promotes an understanding of science characterized by empirical criteria, logical arguments and sceptical reviews. With its accessible style, examples, exercises and additional references, it will be useful for students and teachers of science, science educators, BEd and MEd programmes for education, secondary and higher secondary school teachers, curriculum designers and developers of science. It will interest research institutes, non-governmental organisations, professionals and public and private sector bodies involved in science outreach, science education and teaching and learning practices.

Understanding Science Teachers’ Professional Knowledge Growth

Michel Grangeat
Understanding Science Teachers Professional Knowledge Growth Book PDF

Author : Michel Grangeat
Publisher : Springer
Page : 232 pages
File Size : 44,6 Mb
Release : 2015-12-09
Category : Education
ISBN : 9789463003131

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Understanding Science Teachers’ Professional Knowledge Growth by Michel Grangeat Pdf

Science education has to be improved in order to become more responsive to the needs of society confronted with a rapidly changing world. Bringing science teaching up to a higher level is a key factor in this endeavour. The authors of this book think about teachers as part of the immediate and large communities and systems in which they function. They consider the development of teachers professional knowledge as a continuous process that depends on the communities they are committed to and participate in, the discipline they are teaching, the social context in which they perform, the instruments made available in their environment, and their day-to-day classroom experience. From this perspective, each teacher learns in an individual way, but cannot learn without relying on their colleagues and other partners. Such professional knowledge is partly tacit and explicit, and thus possessed by teachers, experts and researchers. Coordinating activity theory and models of pedagogical content knowledge (PCK), the book provides a better understanding of the growth of science teacher professional knowledge. The chapters are organised around shared perspectives and themes and based on research findings. The emerging model can inform pre-service teacher educators, researchers and students. The book results from exchanges and symposia during international conferences (ECER, ESERA) and from a two-day seminar held at Université Grenoble Alpes in March 2015.

Examining Pedagogical Content Knowledge

Julie Gess-Newsome,Norman G. Lederman
Examining Pedagogical Content Knowledge Book PDF

Author : Julie Gess-Newsome,Norman G. Lederman
Publisher : Springer Science & Business Media
Page : 307 pages
File Size : 52,9 Mb
Release : 2006-04-11
Category : Science
ISBN : 9780306472176

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Examining Pedagogical Content Knowledge by Julie Gess-Newsome,Norman G. Lederman Pdf

This ambitious text is the first of its kind to summarize the theory, research, and practice related to pedagogical content knowledge. The audience is provided with a functional understanding of the basic tenets of the construct as well as its applications to research on science teacher education and the development of science teacher education programs.

Activity Theory in Education

Dilani S. P. Gedera,P. John Williams
Activity Theory in Education Book PDF

Author : Dilani S. P. Gedera,P. John Williams
Publisher : Springer
Page : 198 pages
File Size : 46,9 Mb
Release : 2015-12-22
Category : Education
ISBN : 9789463003872

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Activity Theory in Education by Dilani S. P. Gedera,P. John Williams Pdf

Activity Theory in Education: Research and Practice brings together cutting-edge scholars from a number of continents. Through in-depth case studies the authors highlight how Activity Theory is used in education and discuss the theoretical as well as pragmatic use of Activity Theory frameworks in a range of contemporary learning contexts. The first section of the book focuses on empirical research on using Activity Theory in analysing students’ and teachers’ experiences of learning and teaching in face-to-face and online learning contexts. The second section contains insights in identifying historical and systemic tensions in educational contexts using Activity Theory. The third section discusses conceptual and contextual aspects of educational contexts through Activity Theory, and Section four discusses the application of Activity Theory in understanding teachers’ Pedagogical Content Knowledge and curriculum development. In spite of the widespread and rapidly increasing use of Activity Theory in educational research, few collections of this work are available. Activity Theory in Education: Research and Practice is such a much needed collection of practical experiences, theoretical insights and empirical research findings on the use of Activity Theory in educational settings.” – Yrjö Engeström, Centre for Research on Activity, Development and Learning (CRADLE), The University of Helsinki.

Exploring Mathematics and Science Teachers' Knowledge

Hamsa Venkat,Marissa Rollnick,John Loughran,Mike Askew
Exploring Mathematics and Science Teachers Knowledge Book PDF

Author : Hamsa Venkat,Marissa Rollnick,John Loughran,Mike Askew
Publisher : Routledge
Page : 236 pages
File Size : 48,6 Mb
Release : 2014-05-09
Category : Education
ISBN : 9781134683642

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Exploring Mathematics and Science Teachers' Knowledge by Hamsa Venkat,Marissa Rollnick,John Loughran,Mike Askew Pdf

Globally, mathematics and science education faces three crucial challenges: an increasing need for mathematics and science graduates; a declining enrolment of school graduates into university studies in these disciplines; and the varying quality of school teaching in these areas. Alongside these challenges, internationally more and more non-specialists are teaching mathematics and science at both primary and secondary levels, and research evidence has revealed how gaps and limitations in teachers’ content understandings can lead to classroom practices that present barriers to students’ learning. This book addresses these issues by investigating how teachers’ content knowledge interacts with their pedagogies across diverse contexts and perspectives. This knowledge-practice nexus is examined across mathematics and science teaching, traversing schooling phases and countries, with an emphasis on contexts of disadvantage. These features push the boundaries of research into teachers’ content knowledge. The book’s combination of mathematics and science enriches each discipline for the reader, and contributes to our understandings of student attainment by examining the nature of specialised content knowledge needed for competent teaching within and across the two domains. Exploring Mathematics and Science Teachers’ Knowledge will be key reading for researchers, doctoral students and postgraduates with a focus on Mathematics, Science and teacher knowledge research.

New Directions in Technological Pedagogical Content Knowledge Research

Dr. Myint Swe Khine
New Directions in Technological Pedagogical Content Knowledge Research Book PDF

Author : Dr. Myint Swe Khine
Publisher : IAP
Page : 377 pages
File Size : 41,5 Mb
Release : 2015-05-01
Category : Education
ISBN : 9781681231068

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New Directions in Technological Pedagogical Content Knowledge Research by Dr. Myint Swe Khine Pdf

In the past decades wide-ranging research on effective integration of technology in instruction have been conducted by various educators and researchers with the hope that the affordances of technology might be leveraged to improve the teaching and learning process. However, in order to put the technology in optimum use, knowledge about how and in what way technology can enhance the instruction is also essential. A number of theories and models have been proposed in harnessing the technology in everyday lessons. Among these attempts Technological and Pedagogical Content Knowledge (TPACK) framework introduced by Mishra and Koehler has emerged as a representation of the complex relationships between technology, pedagogy and content knowledge. The TPACK framework extends the concept of Shulman's pedagogical content knowledge (PCK) which defines the need for knowledge about the content and pedagogical skills in teaching activities. Since then the framework has been embraced by the educational technology practitioners, instructional designers, and educators. TPACK research received increasing attention from education and training community covering diverse range of subjects and academic disciplines and significant progress has been made in recent years. This book attempts to bring the practitioners and researchers to present current directions, trends and approaches, convey experience and findings, and share reflection and vision to improve science teaching and learning with the use of TPACK framework. A wide array of topics will be covered in this book including applications in teacher training, designing courses, professional development and impact on learning, intervention strategies and other complex educational issues. Information contained in this book will provide knowledge growth and insights into effective educational strategies in integration of technology with the use of TPACK as a theoretical and developmental tool. The book will be of special interest to international readers including educators, teacher trainers, school administrators, curriculum designers, policy makers, and researchers and complement the existing literature and published works.

Science Education Research and Practice in Asia-Pacific and Beyond

Jennifer Yeo,Tang Wee Teo,Kok-Sing Tang
Science Education Research and Practice in Asia Pacific and Beyond Book PDF

Author : Jennifer Yeo,Tang Wee Teo,Kok-Sing Tang
Publisher : Springer
Page : 214 pages
File Size : 50,8 Mb
Release : 2017-10-16
Category : Science
ISBN : 9789811051494

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Science Education Research and Practice in Asia-Pacific and Beyond by Jennifer Yeo,Tang Wee Teo,Kok-Sing Tang Pdf

This book is based on presentations at the International Science Education Conference (ISEC) 2014. It showcases a selection of the best papers by researchers and science teachers from the Asia-Pacific region, North America and the United Kingdom. Centered on the theme of “Pushing the boundaries – Investing in our future”, they pursue new ways of helping learners appreciate the diversity and changes in science that result from a globalised world facing complex and diverse environmental and technological issues. The chapters touch on various themes in science education that explore and investigate issues of scientific literacy, societal challenges and affect, and teacher professional development. Its comprehensive themes make it a valuable textbook for graduate students of master’s and Ph.D. programs. It also appeals to pre-service and in-service teachers as a resource on innovative pedagogical practices and creative methods of professional development. With a selection that emphasises the research-practice nexus in education research, it serves as an introductory handbook for teachers to connect with the current issues facing science education.

Pedagogical Content Knowledge in STEM

Stephen Miles Uzzo,Sherryl Browne Graves,Erin Shay,Marisa Harford,Robert Thompson
Pedagogical Content Knowledge in STEM Book PDF

Author : Stephen Miles Uzzo,Sherryl Browne Graves,Erin Shay,Marisa Harford,Robert Thompson
Publisher : Springer
Page : 285 pages
File Size : 48,7 Mb
Release : 2018-10-25
Category : Science
ISBN : 9783319974750

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Pedagogical Content Knowledge in STEM by Stephen Miles Uzzo,Sherryl Browne Graves,Erin Shay,Marisa Harford,Robert Thompson Pdf

This volume represents both recent research in pedagogical content knowledge (PCK) in science, technology, engineering and math (STEM), as well as emerging innovations in how PCK is applied in practice. The notion of “research to practice” is critical to validating how effectively PCK works within the clinic and how it can be used to improve STEM learning. ​As the need for more effective educational approaches in STEM grows, the importance of developing, identifying, and validating effective practices and practitioner competencies are needed. This book covers a wide range of topics in PCK in different school levels (middle school, college teacher training, teacher professional development), and different environments (museums, rural). The contributors believe that vital to successful STEM education practice is recognition that STEM domains require both specialized domain knowledge as well as specialized pedagogical approaches. The authors of this work were chosen because of their extensive fieldwork in PCK research and practice, making this volume valuable to furthering how PCK is used to enlighten the understanding of learning, as well as providing practical instruction. This text helps STEM practitioners, researchers, and decision-makers further their interest in more effective STEM education practice, and raises new questions about STEM learning.

Development of Science Teachers' TPACK

Ying-Shao Hsu
Development of Science Teachers TPACK Book PDF

Author : Ying-Shao Hsu
Publisher : Springer
Page : 153 pages
File Size : 50,8 Mb
Release : 2015-05-18
Category : Science
ISBN : 9789812874412

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Development of Science Teachers' TPACK by Ying-Shao Hsu Pdf

Science is a subject matter that requires learners to explore the world and develop their own abilities on the basis of that exploration. As technology broadens and deepens, science teachers need to expand their Technological Pedagogical Content Knowledge (TPACK), which determines how well they use technology to help students learn science. The book details our efforts to prepare science teachers to teach with the help of technology, examining various aspects of teacher education, professional development and teaching material preparation. It consists of three parts, which focus on: how TPACK is conceptually constructed within the field of science education, how teacher evaluation and teaching materials are developed and utilized based on the transformative model and how science teachers are prepared and supported with electronic resources based on the integrative model. The book offers a valuable resource for all those working in science education, as well as those readers who are interested in teacher education. Science teachers will come to know how simulations and animations can pedagogically support student learning. Practices for teachers’ TPACK development such as learning-by-design, evaluation and measurement and teacher communities are also addressed, applied and discussed in the case of science teachers. The individual chapters will provide teacher educators and researchers from all disciplines with new insights into preparing teachers for the Digital Era.