Examining Pedagogical Content Knowledge

1. Front Matter

   Pages i-xii

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2. Introduction

   1. Front Matter

      Pages 1-1

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   2. Pedagogical Content Knowledge: An Introduction and Orientation

      • Julie Gess-Newsome

      Pages 3-17

3. The Literature

   1. Front Matter

      Pages 19-19

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   2. The Complex Nature and Sources of Teachers’ Pedagogical Knowledge

      • Greta Morine-Dershimer, Todd Kent

      Pages 21-50

   3. Secondary Teachers’ Knowledge and Beliefs about Subject Matter and their Impact on Instruction

      • Julie Cess-Newsome

      Pages 51-94

   4. Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching

      • Shirley Magnusson, Joseph Krajcik, Hilda Borko

      Pages 95-132

   5. Domains of Teacher Knowledge

      • Williams. Carlsen

      Pages 133-144

4. Emerging Lines of Research in Science Teacher Education

   1. Front Matter

      Pages 145-145

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   2. Assessment and Measurement of Pedagogical Content Knowledge

      • Juliet A. Baxter, Norman G. Lederman

      Pages 147-161

   3. Changing Our Teaching: The Role of Pedagogical Content Knowledge in Elementary Science

      • Deborah C. Smith

      Pages 163-197

   4. Reconceptualizing Secondary Science Teacher Education

      • Norman G. Lederman, Julie Gess-Newsome

      Pages 199-213

   5. Pedagogical Content Knowledge and Co-Participation in Science Classrooms

      • Kenneth Tobin, Campbell McRobbie

      Pages 215-234

5. Impacts of PCK on the Development of Science Teacher Education Programs

   1. Front Matter

      Pages 235-235

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   2. Constructing a Framework for Elementary Science Teaching Using Pedagogical Content Knowledge

      • Carla Zembal-Saul, Mary L. Starr, Joseph S. Krajcik

      Pages 237-256

   3. Incorporating Subject Matter Specific Teaching Strategies into Secondary Science Teacher Preparation

      • Margaret L Niess, Janetscholz

      Pages 257-276

   4. The Triad Approach: A Consensus for Science Teaching and Learning

      • Cheryll Mason

      Pages 277-292

6. Back Matter

   Pages 293-307

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Since its emergence over two decades ago, the construct of pedagogical content knowledge (PCK) has significantly impacted preservice and inservice teacher education, educational policy, and educational research. PCK has served to re-focus educators' attention on the important role of subject matter in educational practice and away from the more generic approach to teacher education that dominated the field prior to 1975.
This ambitious text is the first of its kind to summarize the theory, research, and practice related to pedagogical content knowledge. The audience is provided with a functional understanding of the basic tenets of the construct as well as its applications to research on science teacher education and the development of science teacher education programs. The authors are prominent educators representing a variety of subject matter areas and K-12 grade levels. Although the focus of the text is science education, it should provide valuable reading for any individuals with interests in professional teacher education.

• science
• science education
• teacher education
• teacher preparation
• learning and instruction

"...contains useful references...and clear, brief summaries of much significant PCK research. Recommended for graduate and research collections."
Choice, 38:8 (April 2001)

• University of Utah, Salt Lake City, USA

  Julie Gess-Newsome

• Oregon State University, Corvallis, USA

  Norman G. Lederman

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