Science pedagogical content knowledge and elementary school teachers

By K. Appleton. 2006

160 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/40476109e8ebfdf3ad94d1f37f2a057610097262

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

Preservice Elementary Teachers’ Science Self-Efficacy Beliefs and Science Content Knowledge (2016, background): “While much of the conversation about elementary teacher preparation has focused on the issue of limited science content preparedness (Appleton, 2006; Hechter, 2011), close attention has also been paid to self-efficacy beliefs (Cantrell, Young, & Moore, 2003; Kazempour & Sadler, 2015; Leonard, Barnes”
Developing Science Pedagogical Content Knowledge Through Mentoring Elementary Teachers (2008, methodology): “In developing science PCK, teachers draw on a range of other forms of teacher knowledge, such as knowledge of curriculum, context, general pedagogy, and students (see Appleton 2006 for a full discussion of my views of science PCK).”
Critical Incidents in the Development of Pedagogical Content Knowledge for Teaching the Nature of Science: A Prospective Elementary Teacher’s Journey (2013, background): “In contrast, Appleton (2006) described elementary teachers’ desire for ready-to-implement ‘‘activities that work’’ and suggests that, indeed, these may play an important role in the development of elementary teachers’ PCK for teaching science.”
Supporting Scientific Conceptual Consciousness or Learning in ‘a Roundabout Way’ in Play‐based Contexts (2009, background): “Appleton (2006) argues that primary teachers with limited science pedagogical content knowledge will rely heavily on activities that work.”
Exploring the Impact of TeachME™ Lab Virtual Classroom Teaching Simulation on Early Childhood Education Majors’ Self-Efficacy Beliefs (2015, result): “…consistent with the findings of other studies that reported that elementary school teachers have limited conceptual understanding of science content (Appleton, 2003, 2006; Harlen, 1997), yet they were naı̈ve in their perception that they had enough science knowledge to teach at early grade levels.”
Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals (2008, background): “Interestingly, while attending a recent conference, we learned that Appleton (personal communication, January 14, 2006) had applied the label of “ teacher confidence ” to a similar finding of an affective component of PCK.”
Teaching for Understanding: The complex nature of pedagogical content knowledge in pre‐service education (2008, background): “As already highlighted in several studies (Appleton, 2003, 2006; Harlen, 1997; Harlen & Holroyd, 1997), it may appear as though these student-teachers’ limited SMK also resulted in low confidence in teaching science.”