Understanding and Developing Science Teachers" Pedagogical Content Knowledge

by John Loughran

Publisher: Sense Publishers

Written in English
Cover of: Understanding and Developing Science Teachers
Published: Pages: 240 Downloads: 265
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Subjects:

  • Teaching of a specific subject,
  • Education / Teaching,
  • Education,
  • Teaching Methods & Materials - Science & Technology,
  • Education / Teaching Methods & Materials / Science & Technology
The Physical Object
FormatPaperback
Number of Pages240
ID Numbers
Open LibraryOL9638144M
ISBN 109077874232
ISBN 109789077874233

Elementary teachers' pedagogical content knowledge for teaching the nature of science nature, and development of teachers' pedagogical content knowledge (PCK) in regard to NOS. The Inquiry Teacher Study Group1 was a single‐school professional development program that focused on developing teachers' understanding of NOS and scientific Cited by: Pedagogical content knowledge (PCK) is generally accepted as positively impacting teaching quality and student learning. Therefore, research on PCK development in (prospective) teachers is highly relevant. Based on a search in three databases (ERIC, PsycInfo, and Web of Science), a systematic review is conducted on intervention studies aiming at PCK by: This study aims to investigate pedagogical content knowledge of preservice teachers. Forty three preservice science teachers participated the study, inquiry-based instruction was implemented in the context of science teaching and learning for enhancing pedagogical content knowledge. A variety of qualitative methods were employed to examine the. around them as the inevitably unpredictable moments of teaching arise, and by means of which these teachers develop new understanding, intuitions and dispositions. (Pp. ). In his book on Teaching as Community Property, Shulman () analyzes Jaime Escalante’s excellent way of teaching. “The first thing we learn is a good pedagogue understands the.

Asia-Pacific Forum on Science Learning and Teaching, Volume 4, Issue 2, Article 2, p.2 (Dec., ) Pamela MULHALL, Amanda BERRY and John LOUGHRAN Frameworks for representing science teachers' pedagogical content knowledge Introduction One of the tasks of the science teacher is to help students to understand some of the. Understanding and developing science teachers' pedagogical content knowledge (2nd ed.). Rotterdam: SensePublishers. ISBN Ma, Liping (). Knowing and teaching elementary mathematics: teachers' understanding of fundamental mathematics in China and the United States (Anniversary ed.). New York: Routledge. teaching and on pedagogical content knowledge in particular. teacher knowledge was not intended to denigrate the importance of pedagogical understanding and skill: “Mere content knowledge is likely to be as useless pedagogically as has focused directly on pedagogical content knowledge. Thousands of articles, book chapters, and reports. Since its emergence over two decades ago, the construct of pedagogical content knowledge (PCK) has significantly impacted preservice and inservice teacher education, educational policy, and educational research. PCK has served to re-focus educators' attention on the important role of subject matter in educational practice and away from the more generic approach to teacher education that 5/5(1).

development of teachers’ pedagogical content knowledge (PCK) in regard to NOS. Using S. Magnusson, J. Krajcik, and H. Borko’s () framework, we examined the PCK for NOS of three elementary teachers who have been successful in improving their students’ understanding of NOS. We relied on interviews, questionnaires, classroom observations,Cited by: Where do teachers develop the knowledge and expertise for this type of • understanding the purposes of science inquiry • knowledge of domain-specific methods of investigation With regard to pedagogical content knowledge, Shulman () defines this as a. Teaching is changing. It is no longer simply about passing on knowledge to the next generation. Teachers in the twenty-first century, in all educational sectors, have to cope with an ever-changing cultural and technological environment. Teaching is now a design science. Like other design professiona.

Understanding and Developing Science Teachers" Pedagogical Content Knowledge by John Loughran Download PDF EPUB FB2

Pedagogical Content Knowledge (PCK) offers one way of capturing, articulating and portraying an aspect of the scholarship of teaching and, in this case, the scholarship of science by: Pedagogical Content Knowledge (PCK) offers one way of capturing, articulating and portraying an aspect of the scholarship of teaching and, in this case, the scholarship of science teaching.

Understanding and Developing Science Teachers' Pedagogical Content Knowledge There has been a growing interest in the notion of a scholarship of teaching. Such scholarship is displayed through a teacher's grasp of, and response to, the relationships between knowledge of content, teaching and learning in ways that attest to practice as being 5/5.

Understanding teachers' professional knowledge is critical to our efforts to promote quality classroom practice. While PCK offers such a lens, the construct is abstract.

In this book, the authors have found an interesting and engaging way of making science teachers' PCK concrete, useable, and meaningful for researchers and teachers alike. Pedagogical Content Knowledge (PCK) offers one way of capturing, articulating and portraying an aspect of the scholarship of teaching and, in this case, the scholarship of science teaching.

The research underpinning the approach developed by Loughran, Berry and Mulhall offers access to the development of the professional knowledge of science teaching in a form that offers new ways of sharing and disseminating this by:   Pedagogical Content Knowledge (PCK) offers one way of capturing, articulating and portraying an aspect of the scholarship of teaching and, in this case, the scholarship of science teaching.5/5(1).

title = "Understanding and developing science teachers' pedagogical content knowledge", abstract = "There has been a growing interest in the notion of a scholarship of teaching.

Such scholarship is displayed through a teacher's grasp of, and response to, the relationships between knowledge of content, teaching and learning in ways that attest to practice as being complex and by: a particular teaching procedure for a particular pedagogic reason. This issue goes to the heart of.

what it means to be an expert pedagogue: one who chooses to use a particular teaching. procedure, at a particular time for a particular reason, because, through experience, that teacher.

Understanding and developing science teachers’ pedagogic content knowledge Article (PDF Available) in Teacher Development 18(3) July with Reads How we measure 'reads'. Understanding and Developing Science Teachers' Pedagogical Content Knowledge.

Download. Understanding and Developing Science Teachers' Pedagogical Content Knowledge (Kb) Citations. Altmetric. Author Understanding and Developing Science Teachers' Pedagogical Content by: Request PDF | Understanding and developing science teachers' pedagogical content knowledge | There has been a growing interest in the notion of a scholarship of teaching.

Understanding and developing science teachers' pedagogical content knowledge The CoRe and PaP-eRs methodology offers an exciting new way of capturing and portraying science teachers' pedagogical content knowledge so that it might be better understood and valued within the profession. This book is a concrete example of the nature of.

Abstract: There has been a growing interest in the notion of a scholarship of teaching. Pedagogical Content Knowledge (PCK) offers one way of capturing, articulating and portrayingan aspect of the scholarship of teaching and, in this case, the scholarship of science teaching. Understanding and Developing Science Teachers' Pedagogical Content Knowledge by J.

John Loughran,available at Book Depository with free delivery worldwide/5(6). Understanding and Developing Science Teachers' Pedagogical Content Knowledge Author(s) Loughran, J Berry, A Mulhall, P: Year Publisher Sense Publishers Place of publication Rotterdam, Netherlands SubjectsCited by: Menşure ALKIŞ KÜÇÜKAYDIN 1, Şafak ULUÇINAR SAĞIR 2 yılında üniversitelerin eğitim fakültelerinde başlayan yeniden yapılandırma süreci, ardından yılında kalite sorunu ve program incelemelerini de içeren çok kapsamlı bir araştırmayla Milli.

This paper describes the rationale for and progress in a substantial research project that aims to develop an understanding of science teachers' pedagogical content knowledge.

The background to and purposes for the project are explained. Related projects that study pedagogical content knowledge (PCK) are also described. Approaches to identifying PCK are outlined, and an example is used to Cited by: Buy Understanding and Developing Science Teachers' Pedagogical Content Knowledge: 2nd Edition (Professional Learning) 2nd New edition by Loughran, John, Berry, Amanda, Mulhall, Pamela (ISBN: ) from Amazon's Book Store.

Everyday low prices and free delivery on. T1 - Understanding and developing science teachers' pedagogical content knowledge.

AU - Loughran, Jeffrey John. AU - Berry, Amanda Kaye. AU - Mulhall, Pamela Joy. PY - Y1 - M3 - Book. SN - BT - Understanding and developing science teachers' pedagogical content knowledge. PB - Sense Publishers. CY - Rotterdam The Cited by: It is an idea rooted in the belief that teaching requires considerably more than delivering subject content knowledge to students, and that student learning is considerably more than absorbing information for later accurate regurgitation.

PCK is the knowledge that teachers develop over time, and through experience, about how to teach particular content in particular ways in order to lead to enhanced student by: quality is the pedagogical knowledge of teachers.

Pedagogical knowledge refers to the specialised knowledge of teachers for creating effective teaching and learning environments for all students. This project focuses on the pedagogical knowledge base of teachers and the knowledge dynamics in theFile Size: KB.

This Manuscript presents PCK (pedagogical content knowledge) of teachers who teach science content utilizing an integrated approach. The data has been collected by using CoRe, PaP-eR, and interviews from six elementary teachers who teach by: 1.

However, CKT extends beyond the walls of the classroom. We see developing a strong content knowledge for teaching as the foundational first step to becoming an exceptional leading teacher.

In the second scenario, the science teacher will need to consider how scientific ideas develop across the K–12 curriculum. Understanding Pedagogy examines pedagogy in a holistic way, supporting a more critical and reflective understanding of teaching and learning.

It considers pedagogy as a concept that covers not just teaching approaches and pupil-teacher relationships but one which also embraces and informs educational theory, personal learning styles, assessment. The ITEL TKS pilot demonstrated the feasibility of researching teachers’ pedagogical knowledge profiles across countries, and validated an innovative instrument for assessing general pedagogical knowledge in an internationally comparative way.

It also allowed for reflection on potential adaptations to strengthen the design of future work. The Cited by: 4. Procedia - Social and Behavioral Sciences () 53 – 62 The Authors.

Published by Elsevier Ltd. Selection and peer-review under responsibility of the Organizing Committee of TTLC doi: / ScienceDirect TTLC Mentoring and Developing Pedagogical Content Knowledge in Beginning Teachers Nancy Lee Ming See * Taylor’s Cited by: 5.

Understanding and developing science teachers' pedagogical content knowledge. Rotterdam: Sense Publishers, (OCoLC) Document Type: Book: All Authors / Contributors: John Loughran; Amanda Berry; Pamela Mulhall.

Effects of Professional Development on Teacher Pedagogical Content Knowledge, Inquiry Teaching Practices, and Student Understanding of Interdisciplinary Science. Journal of Science Teacher Education: Vol.

29, No. 4, pp. Cited by: 1. Pedagogical content knowledge is an accumulation of common elements; • Knowledge of subject matter • Knowledge of students and possible misconceptions • Knowledge of curricula • Knowledge of general pedagogy. PCK is knowing what, when, why, and how to teach using a reservoir of knowledge of good teaching practice and experience.

ISBN: OCLC Number: Description: x, pages: illustrations ; 30 cm. Contents: 1. Teaching Pedagogical content knowledge Portraying PCK Particle theory Chemical reactions Circulatory system Force Electric circuits Genetics Examining the use and value of CoRes and PaP-eRs Science teaching and teacher education.

While a limited knowledge of science content is a reason for this, limited science pedagogical content knowledge (PCK) has emerged as another reason in recent research. This study constitutes two case studies of a professional development program for elementary teachers involving mentoring by a university by: Described problem areas are recognisable as components of science pedagogical content knowledge (PCK).

PCK, a concept introduced by Shulman (), is a helpful and widely used construct to aid our thinking about how science teachers learn and what they know about teaching (Loughran, Mulhall and Cited by: 3.J.

J. Loughran, P. Mulhall and A. Berry, Understanding and Developing Science Teachers' Pedagogical Content Knowledge, Rotterdam: Sen Publishers.