Developing Research on PCK as a Community
After its introduction, a group of scholars, led by Lee Shulman, performed several studies on PCK in a range of disciplines. Since the 1990s, PCK studies have become a prominent strand in science education research. Initially, most of these studies were d
- PDF / 172,110 Bytes
- 13 Pages / 439.37 x 666.142 pts Page_size
- 108 Downloads / 196 Views
Developing Research on PCK as a Community Rebecca Cooper and Jan van Driel
Abstract After its introduction, a group of scholars, led by Lee Shulman, performed several studies on PCK in a range of disciplines. Since the 1990s, PCK studies have become a prominent strand in science education research. Initially, most of these studies were done in the USA, but once PCK was picked up by science education researchers in other continents, a proliferation of conceptions and models of PCK, and instruments to study it, became apparent. This chapter describes the ways in which scholars in science education have communicated with each other, through books, articles, presentations at conferences and, significantly, the PCK Summits to continue the conversation around PCK. The chapter will focus on the process of developing a consensus model of PCK among the scholars that participated in the two PCK Summits, how they communicated with each other during and after the Summits, and with the broader community of researchers with an interest in PCK. The chapter includes personal reflective narratives to exemplify key features of the PCK Summit processes and outcomes and looks to offer insights into the impact and possible next steps post the Second (2nd) PCK Summit.
Introduction After Lee Shulman introduced pedagogical content knowledge (PCK) in his 1986 presidential lecture for American Educational Research Association (AERA), he led a group of scholars who performed studies on PCK in disciplines ranging from language and social studies to mathematics and science. Since the 1990s, PCK studies have become a prominent strand of research, especially in the domains of mathematics and science education. Initially, most of these studies were conducted in the USA, R. Cooper (B) Faculty of Education, Monash University, Melbourne, Australia e-mail: [email protected] J. van Driel Melbourne Graduate School of Education, The University of Melbourne, Melbourne, Australia e-mail: [email protected] © Springer Nature Singapore Pte Ltd. 2019 A. Hume et al. (eds.), Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science, https://doi.org/10.1007/978-981-13-5898-2_14
301
302
R. Cooper and J. van Driel
but once PCK was picked up by science education researchers in other continents, a variety of conceptions and models of PCK, and instruments to study it, was developed and subsequently disseminated through books, articles, joint projects, and presentations at seminars and conferences. This chapter focuses on the processes of sharing research methods and outcomes among the mostly science education scholars who participated in two international meetings known as the PCK Summits, including personal reflections by the authors as Summit participants. The chapter describes how attendees communicated with each other during and after the Summits, and with the broader community of researchers with an interest in PCK, to develop a shared language and arrive at a consensus about models and methods. The processes
Data Loading...
