Experienced Secondary Science Teachers’ Representation of Pedagogical Content Knowledge

By Eunmi Tatum Lee, J. Luft. 2008

297 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/f47a4b8fc89ac359ce88249120a999dc0a5f3223

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. Matthew J. Koehler
2. Punya Mishra
3. T. S. Shin
4. Charles R. Graham
5. Kristen Kereluik
6. Ute Harms
7. Lena von Kotzebue
8. Thilo Kleickmann

In Education

1. Matthew J. Koehler
2. W. Boone
3. Birgit Jana Neuhaus
4. T. S. Shin
5. Punya Mishra
6. Charles R. Graham
7. Lena von Kotzebue
8. Sonja Werner

In Sociology and Political Science

1. Matthew J. Koehler
2. Birgit Jana Neuhaus
3. Lena von Kotzebue
4. Sonja Werner
5. Christian Förtsch
6. Melanie Jüttner
7. Punya Mishra
8. Charles R. Graham

Citations in the corpus

• Preservice Biology Teachers’ Professional Knowledge: Structure and Learning Opportunities (2015, background): “…(here: knowledge of instructional strategies for teaching) and (b) knowledge of students’ conceptions and preconceptions (here: knowledge of students’ understanding; Hill, Ball, & Schilling, 2008; Lee & Luft, 2008; Park & Oliver, 2008; Schmelzing et al., 2013; Van Driel, Verloop, & De Vos, 1998).”
• Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge (2018, background): “In their introduction to the previous SI, Berry et al. (2008) described PCK as ‘the amalgam of a teacher’s pedagogy and understanding of content such that it influences their teaching in ways that will best engender students’ learning for understanding’ (p. 1272) suggesting a transformative perspect”
• The Technological Pedagogical Content Knowledge Framework (2014, background): “These three themes have also been identi fi ed as central in the existing PCK literature base (Lee & Luft, 2008 ; van Driel, Verloop, & de Vos, 1998 ) .”
• Development and use of a test instrument to measure biology teachers’ content knowledge (CK) and pedagogical content knowledge (PCK) (2013, background): “1999), there is agreement with respect to two critical aspects of PCK: knowledge of students’ understanding and knowledge of instructional strategies (Park and Oliver 2008; Baumert et al. 2010; Lee and Luft 2008; van Driel et al. 1998).”
• Effects of biology teachers’ professional knowledge and cognitive activation on students’ achievement (2016, methodology): “In recent research, the focus was on describing the structure of cognitive aspects, capturing their different dimensions, and relating these dimensions to each other (cf. Gess-Newsome, 1999; Jüttner, Boone, Park, & Neuhaus, 2013; Lee & Luft, 2008; Park & Oliver, 2008; Sczudlek et al., 2016).”