In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice

By J. Loughran, Pamela Mulhall, A. Berry. 2004

786 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/711619f89ebc0769d88d1d8bf49e7f5d9db51218

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. Pernilla Nilsson
3. J. V. van Driel
4. J. Loughran
5. J. Luft
6. Sandra K. Abell
7. Ineke Henze
8. Erik Barendsen

In Sociology and Political Science

1. J. Loughran
2. J. V. van Driel
3. Vanessa Kind
4. Ineke Henze
5. Erik Barendsen
6. J. Luft
7. Sandra K. Abell
8. Pernilla Nilsson

Citations in the corpus

• Experienced Teachers’ Pedagogical Content Knowledge of Teaching Acid–base Chemistry (2008, background): “Loughran et al. (2004) developed a combination of Content Representation (CoRe) and Pedagogical and Professional-experience Repertoires (PaP-eRs).”
• Preservice teachers' pedagogical content knowledge of using particle models in teaching chemistry (2005, background): “In science teacher preparation programs, this approach may support preservice teachers in better linking teaching and learning in meaningful ways for secondary students ( Loughran, Mulhall, & Berry, 2004 ).”
• The Development of Prospective Secondary Biology Teachers PCK (2013, background): “A number of science teacher education researchers have used PCK as a theoretical framework to understand science teacher knowledge for teaching (Friedrichsen et al. 2009; Friedrichsen and Dana 2005; Loughran et al. 2004; Magnusson et al. 1999; Van Driel et al. 1998, 2002).”
• Exploring the Development of Pre-Service Science Elementary Teachers’ Pedagogical Content Knowledge (2012, background): “In their extensive studies into capturing and portraying experienced science teachers’ PCK, Loughran et al. (2004), 2006) developed Content Representations (CoRe) for specific science topics.”
• Lesson Study: professional development (PD) for beginning and experienced teachers (2019, background): “Quite a number of scholars have since Shulman worked on PCK and conceptualized it in different ways, partly because of a difference in research focus (Loughran et al. 2004, Hashweh 2005, Park and Oliver 2008, Rollnick et al. 2008, Schneider and Plasman 2011, Depaepe et al. 2013).”
• Relating Teacher PCK and Teacher Practice Using Classroom Observation (2017, methodology): “We focused on the teacher’s Bimportant ideas and concepts^ attached to the topic of (Poly) Lactic Acid and his subjective representations of these, using the questions in the BContent Representation^ form (Loughran et al. 2004).”
• Twenty Years Later: Does pedagogical content knowledge remain a useful idea? (2008, positive): “Their CoRes and PaP‐eRs (Loughran, Berry, & Mulhall, 2006 ; Loughran, Milroy, Berry, Gunstone, & Mulhall, 2001 ; Loughran, Mulhall, & Berry, 2004 ) have been adopted by other researchers (in this volume and beyond) to characterise PCK.”
• Big Ideas: A review of astronomy education research 1974–2008 (2010, background): “we have identified, but we would contend that these should have the explicit aim of developing teaching–learning sequences (Méhaut, 2004), metacognitive learning (Flavell, 1976; Georghiades, 2000), or PCK in teachers (Loughran et al., 2004).”