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Examining Pedagogical Content Knowledge

The Construct and its Implications for Science Education

  • Book
  • © 1999

Overview

Editors:
  1. Julie Gess-Newsome

    1. University of Utah, Salt Lake City, USA

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    You can also search for this editor in PubMed   Google Scholar

  2. Norman G. Lederman

    1. Oregon State University, Corvallis, USA

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    You can also search for this editor in PubMed   Google Scholar

Part of the book series: Contemporary Trends and Issues in Science Education (CTISE, volume 6)

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Table of contents (12 chapters)

  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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Keywords

About this book

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.

Reviews

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

Editors and Affiliations

  • University of Utah, Salt Lake City, USA

    Julie Gess-Newsome

  • Oregon State University, Corvallis, USA

    Norman G. Lederman

Bibliographic Information

  • Book Title: Examining Pedagogical Content Knowledge

  • Book Subtitle: The Construct and its Implications for Science Education

  • Editors: Julie Gess-Newsome, Norman G. Lederman

  • Series Title: Contemporary Trends and Issues in Science Education

  • DOI: https://doi.org/10.1007/0-306-47217-1

  • Publisher: Springer Dordrecht

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer Science+Business Media B.V. 1999

  • Hardcover ISBN: 978-0-7923-5903-6Published: 30 September 1999

  • Softcover ISBN: 978-1-4020-0275-5Published: 30 November 2001

  • eBook ISBN: 978-0-306-47217-6Published: 11 April 2006

  • Series ISSN: 1878-0482

  • Series E-ISSN: 1878-0784

  • Edition Number: 1

  • Number of Pages: XII, 307

  • Topics: Science Education, Teaching and Teacher Education, Learning & Instruction

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