Examining Pedagogical Content Knowledge The Construct and its Implic
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' atten
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Science & Technology Education Library VOLUME 6
SERIES EDITOR KenTobin , University of Pennsylvania, Philadelphia, USA
EDITORIAL BOARD Dale Baker, Arizona State University, Tempe, USA Beverley Bel I, University of Waikato, Hamilton, New Zealand Reinders Duit, University of Kiel, Germany Mariona Espinet, Universitat Autonoma de Barcelona, Spain Barry Fraser, Curtin University of Technology Perth, Australia Olugbemiro Jegede, The Open University, Hong Kong Reu ven Lazarowitz, Technion, Haifa, Israel Wolff-MichaeI Roth, University of Victoria, Canada Tuan Hsiao-lin, National Changhua University of Education, Taiwan Lilia Re yes Herrera, University Autónoma de Colombia, Bogota, Colombia
SCOPE The book series Science & Technology Education Library provides a publication forum for scholarship in science and technology education. It aims to publish innovative books which are at the forefront of the field. Monographs as well as collections of papers will be published.
Examining Pedagogical Content Knowledge The Construct and its Implications for Science Education
Edited by
JULIE GESS-NEWSOME University of Utah, Salt Lake City, Utah, U. S.A and
NORMAN G. LEDERMAN Oregon State University, Corvallis, OR, U.S.A.
Published in cooperation with the Association for the Education of Teachers in Science
KLUWER ACADEMIC PUBLISHERS NEW YORK / BOSTON / DORDRECHT / LONDON / MOSCOW
eBook ISBN: Print ISBN:
0-306-47217-1 0-792-35903-8
©2002 Kluwer Academic Publishers New York, Boston, Dordrecht, London, Moscow Print © 1999 Kluwer Academic Publishers Dordrecht All rights reserved
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TABLE OF CONTENTS Acknowledgments Foreword Lee S. Shulman
vii ix
SECTION I: INTRODUCTION 1. Pedagogical Content Knowledge: An Introduction and Orientation Julie Gess-Newsome
3
SECTION II: THE LITERATURE 2. The Complex Nature and Sources of Teachers’ Pedagogical Knowledge Greta Morine-Dershimer & Todd Kent
21
3. Secondary Teachers’ Knowledge and Beliefs about Subject Matter and their Impact on Instruction Julie Gess-Newsome
51
4. Nature, Sources and Development of Pedagogical Content Knowledge for Science Teaching Shirley Magnusson, Joseph Krajcik & Hilda Borko
95
5. Domains of Teacher Knowledge William S. Carlsen
133
vi
TABLE OF CONTENTS
SECTION III: EMERGING LINES OF RESEARCH IN SCIENCE TEACHER EDUCATION 6.
Assessment and Measurement of Pedagogical Content Knowledge Juliet A. Baxter & Norman G. Lederman
147
7.
Changing our Teaching: The Role of Pedagogical Content Knowledge in Elementary Science Deborah C. Smith
163
8. Reconceptualizing Secondary Science Teacher Education Norman G. Lederman & Julie Gess-Newsome
199
9.
215
Pedagogical Content Knowledge and Co-Participation in Science Classrooms Kenneth
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