To examine how recent breakthroughs in documenting and portraying science teachers' pedagogical content knowledge impacts science teaching and learning in schools and teacher preparation. The now refined method for capturing and portraying PCK across science fields will be examined to determine their influence on science teachers' knowledge, practice and students' learning. Thus the manner in which new understandings of PCK impact on knowledge building and teaching practice across pre and in-service teaching contexts will be fully examined. Also, new possibilities for recognizing the genuine value of science teachers' professional knowledge and practice will be highlighted.
|Effective start/end date||1/01/05 → 5/07/08|
- Australian Research Council (ARC): AUD200,000.00
- Monash University
- Australian Research Council (ARC): AUD29,665.00