Re-examining pedagogical content knowledge in science education

By A. Berry, Patricia J. Friedrichsen, J. Loughran. 2015

308 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/6799fb8ee8a3b367335ea324318249467406133f

How researchers see this paper

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

In Education

1. Ute Harms
2. Knut Neumann
3. Erik Barendsen
4. Ineke Henze
5. M. Evagorou
6. Vanessa Kind
7. J. V. van Driel
8. A. Berry

In Information Systems and Management

1. Erik Barendsen
2. Ineke Henze

Citations in the corpus

• Science teachers' pedagogical content knowledge development during enactment of socioscientific curriculum materials (2019, background): “Shulman (2015) defined PCK as domain-specific teacher knowledge.”
• Relating Teacher PCK and Teacher Practice Using Classroom Observation (2017, background): “The above reflections contribute to the current debate on the nature of the construct of PCK (Berry et al. 2015).”
• Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge (2018, background): “Approaching maturity: the consensus model of PCK To address variation in conceptualisations of PCK, a model of teacher professional knowledge and skill including PCK has been proposed by a summit of international researchers (Berry et al., 2015).”