The PCK Map Approach to Capturing the Complexity of Enacted PCK (ePCK) and Pedagogical Reasoning in Science Teaching
This chapter focuses on how the Refined Consensus Model (RCM) of PCK for teaching science provides a useful conceptual framework for informing a methodological approach to PCK research called “PCK mapping”. The PCK map approach, as it is known, was origin
- PDF / 478,020 Bytes
- 13 Pages / 439.37 x 666.142 pts Page_size
- 67 Downloads / 164 Views
The PCK Map Approach to Capturing the Complexity of Enacted PCK (ePCK) and Pedagogical Reasoning in Science Teaching Soonhye Park and Jee Kyung Suh Abstract This chapter focuses on how the Refined Consensus Model (RCM) of PCK for teaching science provides a useful conceptual framework for informing a methodological approach to PCK research called “PCK mapping”. The PCK map approach, as it is known, was originally designed to identify and illustrate interactions among PCK constituent components through visualisation and quantification. In this chapter, we first describe and discuss aspects of the PCK map approach as they relate to the RCM. These aspects include (1) the theoretical underpinnings and assumptions of the approach, (2) step-by-step procedures of the approach, (3) its applications and usefulness to PCK research, and (4) contributions of the approach to advancing research on PCK. We also illustrate how repositioning the PCK map approach within the RCM enabled us to critique methodologies in two previous science education studies where we utilised the PCK map approach in different ways, while identifying and addressing methodological issues. Finally, we highlight the potential of the PCK map approach as a methodological tool to capture the essence of science teachers’ enacted PCK (ePCK) throughout the pedagogical cycle of planning, enactment, and reflection, and the knowledge exchanges occurring between the realms of pPCK and ePCK.
Introduction In an effort to capture and display the abstract and complex construct of PCK in a more explicit and concrete manner, the PCK map approach was first created as an analysis method that sought to quantify and visualise interactions among PCK S. Park (B) Department of STEM Education, North Carolina State University, 326 K Poe Hall, Campus Box 7801, Raleigh, NC 27695, USA e-mail: [email protected] J. K. Suh Curriculum and Instruction, The University of Alabama, 3403 Science and Engineering Complex, Box 870232, Tuscaloosa, AL 35401, USA 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_8
185
186
S. Park and J. K. Suh
constituent components (Park & Chen, 2012). The PCK map approach is not only theoretically based on the pentagon model of PCK (Park & Oliver, 2008), but also utilises that model as an analytic device. In this chapter, we discuss how the PCK map approach can be situated and utilised in the context of the Refined Consensus Model (RCM) of PCK for teaching science. First, we introduce theoretical assumptions underlying the mapping approach, followed by a description of the step-by-step procedures the approach employs. Next, by comparing and contrasting two research studies in science teacher education that employed the approach in different ways, we demonstrate how the PCK map approach can be applied to serve varying research purposes. In addition, repositioning the PCK map approach within the
Data Loading...
