Pedagogical content knowledge in science education: perspectives and potential for progress

By Vanessa Kind. 2009

612 citations recorded by the source corpus.

Pedagogical content knowledge (PCK), since its inception as teacher‐specific professional knowledge, has been researched extensively. Drawing on a wide range of literature, this paper seeks to clarify how the potential offered by PCK could be utilised to further develop science teacher education. An analysis of PCK models proposed by various researchers, together with methods of elucidating PCK in experienced and novice teachers, is provided. The paper argues that making PCK more explicit in the teacher education process may help novices adjust to teaching, as well as aiding experienced teachers in developing more reflective practices.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/52c5ab6d23e311acd9302cbd32f7cf008f6d1370

How researchers see this paper

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

In Developmental and Educational Psychology

1. Vanessa Kind
2. J. V. van Driel
3. J. Loughran
4. A. Berry
5. Ute Harms
6. Knut Neumann
7. Gerhard Sonnert
8. Philip M. Sadler

In Education

1. A. Berry
2. J. Loughran
3. Vanessa Kind
4. J. V. van Driel
5. Birgit Jana Neuhaus
6. J. Henderson
7. Anna MacPherson
8. A. Wild

In Sociology and Political Science

1. J. V. van Driel
2. Vanessa Kind
3. J. Loughran
4. A. Berry
5. Melanie Jüttner
6. Gerhard Sonnert
7. Philip M. Sadler
8. Jonathan Osborne

Citations in the corpus

• DEVELOPMENT, EVALUATION, AND VALIDATION OF A PAPER-AND-PENCIL TEST FOR MEASURING TWO COMPONENTS OF BIOLOGY TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE CONCERNING THE “CARDIOVASCULAR SYSTEM” (2013, background): “Attempting to clarify the matter, a series of literature reviews in the late 1990s organized and summarized various PCK conceptualizations (e.g. van Driel, Verloop & de Vos, 1998; Abell, 2008; Gess-Newsome, 1999; Kind, 2009; Lee & Luft, 2008).”
• Pedagogy: Making Sense of the Complex Relationship Between Teaching and Learning (2013, background): “(Kind, 2009, p. 199) CoRes then offer a “way in” to the complexity of PCK through the lens of “subject matter content”—as illustrated in the abbreviated CoRe in Appendix 1.”
• Teacher Professional Development Focusing on Pedagogical Content Knowledge (2012, methodology): “On the contrary, this research has demonstrated the complex nature of PCK as a form of teachers’ professional knowledge that is highly topic, person, and situation specific (for overviews see, e.g., Abell, 2007; Kind, 2009; Van Driel & Berry, 2010).”
• The Influence of Teachers’ Knowledge on Student Learning in Middle School Physical Science Classrooms (2013, background): “Teacher SMK and KOSM thus appear related, rather than independent from each other (Kind, 2009).”
• Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge (2018, background): “More recently, Kind (2009) identified nine PCK conceptualisations, some going sub-”
• Beyond Construction: Five arguments for the role and value of critique in learning science (2015, background): “Thus, constructing reliable and justified meanings from text is dependent on a circular process of grasping the basic meaning, making inferences, and then critically evaluating alternative possibilities. In this sense, reading is more than a process of comprehending. As Norris and Phillips (2008) ar”