Berry Amanda - Re-examining Pedagogical Content Knowledge in Science Education

RE-EXAMINING PEDAGOGICAL CONTENT KNOWLEDGE IN SCIENCE EDUCATION

This book provides a state-of-the-art overview of the most recent developments in PCK research in the world and identifies common themes and perspectives for future research. A distinct feature is the proposal of a consensus model of teacher professional knowledge including PCK. As such, this is a must-read for every researcher working in the field of science teacher education as well as science teacher educators who want to learn more about what to teach and how to teach it to their students.

Knut Neumann, Leibniz Institute for Science and Mathematics Education, Germany

This book can offer guidance and direction for other science education researchers in pursuing the impact of PCK on teaching and learning in science. It is timely, and it is needed. It is an important resource for all PCK researchers.

William R. Veal, College of Charleston, USA

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.

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.

Amanda Berry is Associate Professor, ICLON, Leiden University, the Netherlands.

Patricia Friedrichsen is Associate Professor, University of Missouri, USA.

John Loughran is Dean, Faculty of Education, Monash University, Australia.

Teaching and Learning in Science Series

Norman G. Lederman, Series Editor

Re-examining Pedagogical Content Knowledge in Science Education

Berry/Friedrichsen/Loughran

Student Thinking and Learning in Science: Perspectives on the Nature and Development of Learners Ideas

Taber

Integrating Science, Technology, Engineering, and Mathematics: Issues, Reflections, and Ways Forward

Rennie/Venville/Wallace (Eds.)

Rethinking the Way We Teach Science: The Interplay of Content, Pedagogy, and the Nature of Science

Rosenblatt

Exploring the Landscape of Scientific Literacy

Linder/stman/Roberts/Wickman/Erickson/MacKinnon (Eds.)

Designing and Teaching the Elementary Science Methods Course

Abell/Appleton/Hanuscin

Interdisciplinary Language Arts and Science Instruction in Elementary Classrooms: Applying Research to Practice

Akerson (Ed.)

Aesthetic Experience in Science Education: Learning and Meaning-Making as Situated Talk and Action

Wickman

Visit www.routledge.com/education for additional information on titles in the Teaching and Learning in Science Series

RE-EXAMINING PEDAGOGICAL CONTENT KNOWLEDGE IN SCIENCE EDUCATION

Edited by
Amanda Berry
Patricia Friedrichsen
John Loughran

First published 2015
by Routledge
711 Third Avenue, New York, NY 10017

and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN

Routledge is animprint of the Taylor & Francis Group, an informa business

2015 Taylor & Francis

The right of Amanda Berry, Patricia Friedrichsen, and John Loughran to be identified as authors of the editorial material, and of the authors for their individual chapters, has been asserted by them in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.

All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.

Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe.

Library of Congress Cataloging-in-Publication Data
Re-examining pedagogical content knowledge in science education/edited by Amanda Berry, Patricia Friedrichsen, John Loughran.
pages cm.(Teaching and learning in science series)
Includes bibliographical references and index.
1. Pedagogical content knowledgeCongresses. 2. ScienceStudy and teachingCongresses. 3. Science teachersTraining ofCongresses. I. Berry, Amanda, 1960- II. Friedrichsen, Patrica J. III. Loughran, John, 1957.
Q181.R38 2015
507.1dc23
2014036556

ISBN: 978-1-138-83299-2 (hbk)
ISBN: 978-1-138-83300-5 (pbk)
ISBN: 978-1-315-73566-5 (ebk)

Typeset in Bembo
by Swales and Willis Ltd, Exeter, Devon, UK

CONTENTS

PART I
Introducing PCK: Issues, ideas, and development

Lee S. Shulman

Janet Carlson, Laura Stokes, Jenifer Helms, Julie Gess-Newsome, & April Gardner

Julie Gess-Newsome

PART II
Research developments and trajectories

Kirsten R. Daehler, Joan I. Heller, & Nicole Wong

Rebecca Cooper, John Loughran, & Amanda Berry

Kira Padilla & Andoni Garritz

P. Sean Smith & Eric R. Banilower

Soonhye Park & Jee Kyung Suh

Ineke Henze & Jan H. Van Driel

Marissa Rollnick & Elizabeth Mavhunga

Patricia Friedrichsen

Rebecca M. Schneider

Vanessa Kind

PART III
Pedagogical content knowledge: Emerging themes

Aaron J. Sickel, Eric R. Banilower, Janet Carlson, & Jan H. Van Driel

Patricia Friedrichsen & Amanda Berry

Sophie Kirschner, Joseph Taylor, Marissa Rollnick, Andreas Borowski, & Elizabeth Mavhunga

PART IV
Provocations and closing thoughts

Richard F. Gunstone

In October 2012, a group of 24 researchers from seven countries met in Colorado Springs, USA, for a five-day PCK Summit, a working conference designed to foster conversation, collaboration, and consensus around the PCK construct. During the conference we were challenged to move beyond our individual research agendas and to work together to better understand the issues and concerns of PCK research and its impact and value to science teaching and learning. As a group, we identified the need for common terminology and definitions, robust assessment tools, and a consensus model of PCK.

Throughout our time together, we spent our days discussing PCK during sessions, over meals, and around the evening fire on the patio. From the diversity of inputs, workshops, and productive ongoing discussions, persistent research challenges became increasingly evident as, through close examination of the situation, a sharper focus was achieved; common goals were envisioned, and new collaborations were formed. After the PCK Summit, many of the participants shared Summit outcomes with colleagues, and at national and international research conferences. An important purpose for these conference sessions was to extend the conversations initiated at the Summit with a wider audience of teacher educators, graduate students, and researchers engaged in PCK research.