Perspectives on the Future of PCK Research in Science Education and Beyond
This book demonstrates that PCK is studied with different intentions, different methodologies, and in different contexts. Nevertheless, the two PCK Summits of researchers in science education have made significant progress in conceptualising PCK, represen
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Perspectives on the Future of PCK Research in Science Education and Beyond Christopher D. Wilson, Andreas Borowski and Jan van Driel
Abstract This book demonstrates that PCK is studied with different intentions, different methodologies, and in different contexts. Nevertheless, the two PCK Summits of researchers in science education have made significant progress in conceptualising PCK, representing it first in a consensus model, and now refining that model in response to the successes and failures from studies that have applied the original model to current research. The Refined Consensus Model (RCM) of PCK for science teaching consists of a set of related components, allowing researchers to locate their work in specific components of PCK, connect their work across components, and to connect their work with broader issues and policies. Clearly, the RCM and research on PCK are closely intertwined. The intention of this chapter is to use the refined model to help outline some possible strands for future PCK research, particularly with the new PCK researcher in mind. Using the RCM as a framework, we describe possible studies on the structure of PCK, the development of PCK, the measurement of PCK, and the broader impacts of the refined model itself in science education and potentially other domains.
Introduction In the National Academies report Scientific Research in Education, Shavelson and Towne (NRC, 2002) highlight the current importance of educational research, stating: In today’s rapidly changing economic and technological environment, schooling cannot be improved by relying on folk wisdom about how students learn and how schools should be C. D. Wilson (B) Biological Sciences Curriculum Study, Colorado Springs, CO, USA e-mail: [email protected] A. Borowski University of Potsdam, Potsdam, Germany e-mail: [email protected] J. van Driel 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_13
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organised. No one would think of designing a rocket to the moon or wiping out a widespread disease by relying on untested hunches; likewise, one cannot expect to improve education without research. (NRC, 2002, p. 12)
While there is widespread agreement that the educational process can be improved through research (the American Educational Research Association (AERA) alone has more than 25,000 members), educational research has, at times, received significant criticism. Some critiques focus on insufficient progress, such as the lack of (a) systematic accumulation of knowledge; (b) evidence-based refinement and replacement of theories; and (c) policy-relevant consensus understandings, each of which have led to significant improvements in other areas of scientific research such as medicine and agriculture (Klahr, 2010; Slavin, 2008). Suggested actions to address th
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