Skip to main content

Advertisement

Log in

Dancing with Maggots and Saints: Visions for Subject Matter Knowledge, Pedagogical Knowledge, and Pedagogical Content Knowledge in Science Teacher Education Reform

  • Published:
Journal of Science Teacher Education

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

References

  • Ball, D.L. & McDiarmid, G.W. (1990). The subject matter preparation of teachers. In W.R. Houston (Ed.) Handbook of Research on Teacher Education. New York: Macmillan.

    Google Scholar 

  • Barnett, M.A. (1990). Toward a truly vital research. Polylingua, 1(1), 27-30.

    Google Scholar 

  • Baxter, J.A. & Lederman, N.G. (1999). Assessment and measurement of pedagogical content knowledge. In J. Gess-Newsome, and N.G. Lederman (Eds.) Examining pedagogical content knowledge. Boston: Kluwer Academic Publishers.

    Google Scholar 

  • Baxter, J.A., Richert, A.E., & Saylor, C. (1985). Learning to teach biology: A consideration of content and process. (Knowledge Growth in a Profession Publication Series). Stanford, CXA: Stanford University, School of Education.

    Google Scholar 

  • Brickhouse, N.W. (1989). The beginning science teacher: Narratives of convictions and constraints. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA.

  • Brophy, J. (1997). Effective teaching. In H.J. Walberg & G.D. Haertle (Eds.), Psychology and educational practice, Berkeley, CA: McCutchan.

    Google Scholar 

  • Brophy, J. & Good, T.T. (1986). Teacher behavior and student achievement. In M.C. Wittrock (Ed.), Handbook of research on teaching, 3 rd Edition. New York: Macmillan.

    Google Scholar 

  • Carlsen, W.S. (1989). Teacher knowledge and teacher planning: The impact of subject-matter knowledge on the biology curriculum. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.

  • Clermont, C.P., & Krajcik, J.S. (1989). The influence of intensive inservicing on pedagogical content knowledge growth among novice chemical demonstrators. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.

  • Dewey, J. (1902). The child and the curriculum. Chicago: The University of Chicago Press.

    Google Scholar 

  • Dewey, J. (1929). The sources of a science of education. New York: H. Liveright.

    Google Scholar 

  • Dobey, D.C. & Schafer, L.E. (1984). The effects of knowledge on elementary science inquiry teaching. Science Education, 68, 39-51.

    Google Scholar 

  • Duschl, R.A. & Wright, E. (1989). A case study of high school teachers' decision making models for planning and teaching science. Journal of Research in Science Teaching, 26, 467-501.

    Google Scholar 

  • Eisner, E.W. (1991). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. New York: Macmillan Publishing Company.

    Google Scholar 

  • Feynman, R.P. (1963/1995). Six easy pieces: Essentials of physics explained by its most brilliant teacher. New York: Addison-Wesley.

    Google Scholar 

  • Fletcher,J. (1620). In I. H. Evans (Ed.), Brewer's dictionary of phrase and fable (pp. 689-691). New York: Harper Collins Publishers.

    Google Scholar 

  • Fuller, R. A. (1997). Elementary teachers' pedagogical content knowledge of mathematics. Mid-Western Educational Researcher, 10(2), 9-16.

    Google Scholar 

  • Galvez-Martin, M.E. (1997). Reflection and pedagogical knowledge versus social studies pedagogical content knowledge. (ERIC Document Reproduction Service ED 425 110).

  • Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation. In J. Gess-Newsome, and N.G. Lederman (Eds.) Examining pedagogical content knowledge. Boston: Kluwer Academic Publishers.

    Google Scholar 

  • Gess-Newsome, J., & Lederman, N.G. (1992, March). Biology teachers' perceptions of subject matter structure and its relationship to classroom practice. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Boston, MA. (ERIC Document Reproduction No. 275 502)

  • Gess-Newsome, J. & Lederman, N.G. (1995). Biology teachers' perceptions of subject matter structure and its relationship to classroom practice. Journal of Research in Science Teaching, 32(3), 301-325.

    Google Scholar 

  • Good, R. (1991). Constructivism's many faces. Paper presented at the Thirteenth Conference on Curriculum, Theory, and Classroom Practice at the Bergamo Conference Center, Dayton, OH.

  • Gould, S.J. (1995). Dinosaur in a haystack: Reflections in natural history. New York: Crown Publishers, Inc.

    Google Scholar 

  • Gould, S.J. (1996). Full house: The spread of excellence from Plato to Darwin. New York: Three Rivers Press.

    Google Scholar 

  • Green, T. F. (1971). A topology of the teaching concept. Studies in Philosphy and Education. 3(4), 284-320.

    Google Scholar 

  • Grossman, P.L., Wilson, W.M. & Shulman, L.S. (1989). Teachers of substance: Subject matter knowledge for teaching. In M. Reynolds (Ed.), Advances in research on teaching: Teachers; subject matter knowledge and classroom instruction. New York: Pergamon.

    Google Scholar 

  • Hailman, W.N. (1874). Twelve lectures of the history of pedagogy, delivered before the Cincinnati teachers' association. New York: American Book Company.

    Google Scholar 

  • Hashweh, M.Z. (1986). Effects of subject-matter knowledge in the teaching of biology and physics. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. (ERIC Document Reproduction Service ED 275 502).

  • Hauslein, P.L. Good, R.G., & Cummins, C.L. (1992). Biology content cognitive structures: From science student to science teacher. Journal of Research in Science Teaching, 29, 939-964.

    Google Scholar 

  • Kennedy, M.M. (1998). Education reform and subject matter knowledge. Journal of Research in Science Teaching, 35(3), 249-263.

    Google Scholar 

  • Kirk, J. & Miller, M.L. (1986). Reliability and validity in qualitative research. Beverly Hills: SAGE Publications, Inc.

    Google Scholar 

  • Krajcik, J.S. & Layman, J.W. (1989). Middle school teachers' conceptions of heat and temperature: Personal teaching knowledge. Paper presented at the annual meeting of the National association for Research in Science Teaching, San Francisco, CA.

  • Kuhn, T.S. (1970). The structure of scientific revolutions. Chicago: The University of Chicago Press.

    Google Scholar 

  • Latour, B. (1987). Science in action. Cambridge: Harvard University Press.

    Google Scholar 

  • Laudan, L. (1984). Science and values: the aims of science and their role in scientific debate. Berkeley: University of California Press.

    Google Scholar 

  • Lederman, N.G. & Gess-Newsome, J. (1992). Do subject matter knowledge, pedagogical knowledge, and pedagogical content knowledge constitute the ideal gas law of science teaching? Journal of Science Teacher Education, 3(1), 16-20.

    Google Scholar 

  • Lederman, N.G. & Gess-Newsome, J. (1999). Reconceptualizing secondary science teacher education. In J. Gess-Newsome, and N.G. Lederman (Eds.) Examining pedagogical content knowledge. Boston: Kluwer Academic Publishers.

    Google Scholar 

  • Lederman, N. G., & Zeidler, D. L. (1987). Science teachers' conceptions of the nature of science: Do they really influence teaching behavior? Science Education, 71(5), 721-734.

    Google Scholar 

  • Meyer, A. E. (1972). An educational history of the western world. New York: McGraw-Hill Book Company.

    Google Scholar 

  • Morine-Dershimer, G. & Kent, T. The complex nature and sources of teachers' pedagogical knowledge. In J. Gess-Newsome, and N.G. Lederman (Eds.) Examining pedagogical content knowledge. Boston: Kluwer Academic Publishers.

  • Nisbet, R.A. (1966). The sociological tradition. New York: Basic Books, Inc.

    Google Scholar 

  • Richardson, L. (1990). Writing strategies: Reaching diverse audiences. Beverly Hills: SAGE Publications, Inc.

    Google Scholar 

  • Roth, K.J., Anderson, C.W., & Anderson, & Smith, E.L. (1987). Curriculum materials, teacher talk, and student learning: Case studies in fifth grade science teaching. Journal of Curriculum Studies, 19, 527-548.

    Google Scholar 

  • Shulman, L.S. (1986a). Paradigms and research programs in the study of teaching: A contemporary perspective. In M.C. Wittrock (Ed.), Handbook of research on teaching, 3rd Ed. (pp. 3-36). New York: Macmillan.

    Google Scholar 

  • Shulman, L.S. (1986b). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(1), 4-14.

    Google Scholar 

  • Shulman, L.S. (1987). Knowledge and teaching. Harvard Educational Review, 57(1), 1-22.

    Google Scholar 

  • Shulman, L.S. & Sparks, D. (1992). Merging content knowledge and pedagogy: An interview with Lee Shulman. Journal of Staff Development, 13(1), 14-16.

    Google Scholar 

  • Simmons, M. & Zeidler, D.L. (2000). Interdisciplinary collaboration in science education: When push comes to shove. Paper presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA.

  • Smith, D.C. & Neale, D.C. (1989). The construction of subject matter knowledge in primary science teaching. Teaching and Teacher Education, 5(1), 1-20.

    Google Scholar 

  • Stengel, B.S. (1997), Pedagogical Knowing: Reconstructing teachers' subject matter knowledge. Educational Foundations, 11(3), 29-52.

    Google Scholar 

  • Sullenger, K., Turner, S. Caplan, H. Crummey, J. Cuming, R., Charron, C. & Corey, B. (2000). Culture Wars in the classroom: Prospective teachers question science. Journal of Research in Science Teaching, 37(9), 895-915.

    Google Scholar 

  • Thorndike, E.L. (1903). Educational psychology. New York: The Science Press.

    Google Scholar 

  • Tobin, K. & McRobbie, C.J. (1996). Cultural myths as constraints to the enacted science curriculum. Science Education 80(2), 223-241.

    Google Scholar 

  • Tönnies (1887/1963). In Charles Loomis, (Trans. and Ed.). Community and society. New York: Harper Torchbook.

    Google Scholar 

  • Wingo, G.M. (1974). Philosophies of education. Lexington, MA: D.C. Heath and Company.

    Google Scholar 

  • Zeidler, D. (1997). The central role of fallacious thinking in science education. Science Educator, 7(1), 38-46.

    Google Scholar 

  • Zeidler, D. L., & Lederman, N. G. (1989). The effect of teachers' language on students' conceptions of the nature of science. Journal of Research in Science Teaching, 26(9), 771-783.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

About this article

Cite this article

Zeidler, D.L. Dancing with Maggots and Saints: Visions for Subject Matter Knowledge, Pedagogical Knowledge, and Pedagogical Content Knowledge in Science Teacher Education Reform. Journal of Science Teacher Education 13, 27–42 (2002). https://doi.org/10.1023/A:1015129825891

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1023/A:1015129825891

Keywords

Navigation