Re-examining pedagogical content knowledge in science education

Amanda Berry (Editor), Patricia Friedrichsen (Editor), John Loughran (Editor)

    Research output: Book/ReportEdited Bookpeer-review

    26 Citations (Scopus)

    Abstract

    Pedagogical Content Knowledge (PCK) has been adapted, adopted, and taken up in a diversity of ways in science education since the concept was introduced in the mid-1980s. Now that it is so well embedded within the language of teaching and learning, research and knowledge about the construct needs to be more useable and applicable to the work of science teachers, especially so in these times when standards and other measures are being used to define their knowledge, skills, and abilities. Re-examining Pedagogical Content Knowledge in Science Education is organized around three themes: Re-examining PCK: Issues, ideas and development; Research developments and trajectories; Emerging themes in PCK research. Featuring the most up-to-date work from leading PCK scholars in science education across the globe, this volume maps where PCK has been, where it is going, and how it now informs and enhances knowledge of science teachers' professional knowledge. It illustrates how the PCK research agenda has developed and can make a difference to teachers' practice and students' learning of science.

    Original languageEnglish
    PublisherTaylor & Francis
    Number of pages269
    ISBN (Electronic)9781317564645
    ISBN (Print)9781138832992, 9781138833005
    DOIs
    Publication statusPublished - 24 Mar 2015

    Publication series

    NameTeaching and learning in science series

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