Exploring the relationship between subject knowledge and pedagogic content knowledge in primary teachers' learning about forces

By Joan Parker, D. Heywood. 2000

97 citations recorded by the source corpus.

How researchers see this paper

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

Supporting Scientific Conceptual Consciousness or Learning in ‘a Roundabout Way’ in Play‐based Contexts (2009, background): “…that investigated early childhood or primary teachers’ confidence and competence to teach science, these studies have focused on the lack of science content knowledge (Appleton, 2006; Garet, Porter, Desimone, Birman, & Yoon, 2001; Parker & Heywood, 2000; Skamp, 1997; Skamp & Mueller, 2001a, b).”
In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice (2004, background): “The relationship between teachers’ subject matter knowledge and PCK about a particular topic has also been explored (e.g., Ebert, 1993; Geddis, Onslow, Beynon, & Oesch, 1993; Parker & Heywood, 2000).”
THE PEDAGOGICAL CONTENT KNOWLEDGE IN MATHEMATICS: PRE- SERVICE PRIMARY MATHEMATICS TEACHERS' PERSPECTIVES IN TURKEY (2007, background): “Based on Shulman’s (1987) notion of pedagogical content knowledge, effective teachers can possess an in-depth knowledge of how to represent the subject matter to learners (Parker & Heywood, 2000).”
Preservice Elementary Teachers’ Development of Self-Efficacy and Confidence to Teach Science: A Case Study (2011, background): “‘‘The concerns are not simply in knowing something…, but in having a coherent, causal explanation which makes sense to the teacher such that they feel skilled in teaching the concept’’ ( Parker and Heywood 2000, p. 89 ).”