Repositioning Pedagogical Content Knowledge In Teachers Knowledge For Teaching Science

Repositioning Pedagogical Content Knowledge In Teachers Knowledge For Teaching Science
Part I Introduction to the refined consensus model of pedagogical content knowledge in Science education. 1 Towards a consensus model: Literature review of how science teachers pedagogical content knowledge is investigated in empirical studies. 2 The refined consensus model of PCK in Science education. 3 Vignettes illustrating practitioners and researchers applications of the refined consensus model of pedagogical content knowledge. Part II Reimagining the existing. 4 Reconciliation between the refined consensus model of PCK and extant PCK models for advancing PCK research in Science. 5 Exposing pathways for developing teacher pedagogical content knowledge at the topic level in Science. 6 The development of Science teachers professional competence. 7 Illustrating and developing Science teachers pedagogical content knowledge through learning study. 8 The PCK map approach to capturing the complexity of enacted PCK ePCK and pedagogical reasoning in Science teaching. Part III New approaches to PCK research in Science. 9 Unraveling student teachers pPCK development in Science and the influence of psychological factors using authentic data sources. 10 Investigating practising Science teachers pPCK and ePCK development as a result of collaborative CoRe design. 11 A grand rubric for measuring Science teachers pedagogical content knowledge. 12 Unpacking the complexity of Science teachers PCK in action: Enacted and personal PCK. Section IV So what and what next?. 13 Perspectives on the future of PCK research in Science and other domains. 14 Developing research on PCK as a community.