Re-examining Pedagogical Content Knowledge in Science Education

<p>Pedagogical Content Knowledge (PCK) has been adapted, adopted, and taken up in a diversity of ways in science education since the concept was introduced in the mid-1980s. Now that it is so well embedded within the language of teaching and learning, research and knowledge about the construct needs to be more useable and applicable to the work of science teachers, especially so in these times when standards and other measures are being used to define their knowledge, skills, and abilities. </p><p>Re-examining Pedagogical Content Knowledge in Science Education is organized around three themes: Re-examining PCK: Issues, ideas and development; Research developments and trajectories; Emerging themes in PCK research. Featuring the most up-to-date work from leading PCK scholars in science education across the globe, this volume maps where PCK has been, where it is going, and how it now informs and enhances knowledge of science teachers’ professional knowledge. It illustrates how the PCK research agenda has developed and can make a difference to teachers’ practice and students’ learning of science. </p> <p>Preface </p><p>Section 1: Introducing PCK: Issues, ideas and development</p><p>Chapter 1 PCK: Its genesis and exodus, Lee S. Shulman</p><p>Chapter 2 The PCK summit: A process and structure for challenging current ideas, provoking future work, and considering new directions, Janet Carlson, Laura Stokes & Jenifer Helms, Julie Gess-Newsome & April Gardner</p><p>Chapter 3 A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit, Julie Gess-Newsome</p><p>Section 2: Research developments and trajectories</p><p>Chapter 4 Supporting growth of Pedagogical Content Knowledge in science, Kirsten R. Daehler, Joan I. Heller & Nicole Wong</p><p>Chapter 5 Science teachers’ PCK: Understanding sophisticated practice, Rebecca Cooper, John Loughran & Amanda Berry</p><p>Chapter 6 Tracing a research trajectory on PCK and chemistry university professors’ beliefs, Kira Padilla & Andoni Garritz</p><p>Chapter 7 Assessing PCK: A new application of the uncertainty principle, P. Sean Smith & Eric R. Banilower</p><p>Chapter 8 From portraying toward assessing PCK: Drivers, dilemmas and directions for future research, Soonhye Park & Jeekyung Suh</p><p>Chapter 9 Towards a more comprehensive way to capture PCK in its complexity, Ineke Henze & Jan H. van Driel</p><p>Chapter 10 The PCK summit and its effect on work in South Africa, Marissa Rollnick & Elizabeth Mavhunga</p><p>Chapter 11 My PCK research trajectory: A purple book prompts new questions, Patricia Friedrichsen</p><p>Chapter 12 Pedagogical content knowledge reconsidered: A teacher educator’s perspective, Rebecca M. Schneider</p><p>Chapter 13 On the beauty of knowing then not knowing: Pinning down the elusive qualities of PCK, Vanessa Kind</p><p>Section 3: Pedagogical Content Knowledge: Emerging themes</p><p>Chapter 14 Examining PCK Research in the Context of Current Policy Initiatives, Aaron J. Sickel, Eric Banilower, Janet Carlson & Jan van Driel</p><p>Chapter 15 Science teacher PCK learning progressions: Promises and challenges, Patricia Friedrichsen & Amanda Berry</p><p>Chapter 16 Gathering evidence for the validity of PCK measures: Connecting ideas to analytic approaches, Sophie Kirschner, Joseph Taylor, Marissa Rollnick, Andreas Borowski, Elizabeth Mavhunga</p><p>Section 4: Provocations and closing thoughts</p><p>Chapter 17 Re-examining PCK: A personal commentary, Richard F Gunstone</p><p>About the Contributors</p><p>Index</p>