Pedagogical context knowledge: Toward a fuller understanding of what good science teachers know

By John Barnett, D. Hodson. 2001

391 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a603f0cde23621663bc918673599b2527187fefb

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

In Developmental and Educational Psychology

1. O. N. Kaya
2. Nam-Hwa Kang
3. Soonhye Park
4. J. V. van Driel
5. J. Knowles
6. Ying‐Chih Chen
7. T. Kelley
8. C. S. Wallace

In Education

1. O. N. Kaya
2. J. V. van Driel
3. Nam-Hwa Kang
4. Soonhye Park
5. Ying‐Chih Chen
6. J. Knowles
7. T. Kelley
8. C. S. Wallace

Citations in the corpus

• Secondary science teachers' use of laboratory activities: Linking epistemological beliefs, goals, and practices (2005, background): “The teachers may prefer meaningful teaching approaches (Hashweh, 1996), but actual classroom practices are also influenced by a variety of factors in schooling (Barnett & Hodson, 2001; Lederman, 1999; Tobin & McRobbie, 1996; Yerrick, Pedersen, & Arnason, 1998).”
• A conceptual framework for integrated STEM education (2016, background): “Engineering design provides the opportunity to locate the intersections and build connections among the STEM disciplines, which has been identified as key to subject integration (Frykholm and Glasson 2005; Barnett and Hodson 2001).”
• Is Pedagogical Content Knowledge (PCK) Necessary for Reformed Science Teaching?: Evidence from an Empirical Study (2011, background): “Numerous studies have shown that students’ preconceptions sometimes act as impediments for scientific understanding and at other times serve as building blocks toward coherent scientific knowledge (e.g., Barnett and Hodson 2001; Driver et al. 1994).”
• The Nature of Relationships among the Components of Pedagogical Content Knowledge of Preservice Science Teachers: ‘Ozone layer depletion’ as an example (2009, background): “A common view of PCK is that it is a combination of a teacher’s pedagogy and understanding of content such that it influences the teaching in ways that best engender students’ learning for understanding (Barnett & Hodson, 2001 ; Van Driel et al, 1998 ).”
• The development of science teachers' knowledge on models and modelling: promoting, characterizing, and understanding the process (2005, background): “Many of these aspects mentioned have been emphasized by other researchers who have investigated teachers’ development (for example, Barnett and Hodson 2001, Bell and Gilbert 1996, Darling-Hammond and Snyder 2000, Davis 2003, Magnusson et al. 1999, Meijer et al. 1999, Putnam and Borko 2000, Schön…”