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Developing Teachers’ Place-Based and Culture-Based Pedagogical Content Knowledge and Agency

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Second International Handbook of Science Education

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 24))

Abstract

Expert teachers demonstrate pedagogical content knowledge (PCK), which is the ability to represent content comprehensibly to students. A review of the literature suggests that place-based and culture-based teacher education prepares teachers to contextualize lessons and apply strategies that support academic success of diverse learners. Effective programs situate teachers’ learning in learners’ communities, cultures, and experiences and address goals spanning universal scientific literacy, equity, and sustainable socio-ecological systems. Areas for further research include long-term studies of teachers’ development of place-based and culture-based PCK and agency, the role of indigenous knowledge and practices in science education, and the effects of place-based programs on student engagement, learning, and science literacy.

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Author information

Authors and Affiliations

  1. Curriculum Studies Department, University of Hawai‘i at Manoa, Honolulu, HA, USA

    Pauline W. U. Chinn

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  1. Pauline W. U. Chinn
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Correspondence to Pauline W. U. Chinn .

Editor information

Editors and Affiliations

  1. Science & Mathematics Education Centre, Curtin University of Technology, Perth, West Australia, Australia

    Barry J. Fraser

  2. The Graduate Centre, City University of New York, New York, 10016-4309, New York, USA

    Kenneth Tobin

  3. Ctr. Mathematics & Science Education, Queensland University of Technology, Victoria Park Rd., Kelvin Grove, 4059, Queensland, Australia

    Campbell J. McRobbie

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Chinn, P.W.U. (2012). Developing Teachers’ Place-Based and Culture-Based Pedagogical Content Knowledge and Agency. In: Fraser, B., Tobin, K., McRobbie, C. (eds) Second International Handbook of Science Education. Springer International Handbooks of Education, vol 24. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9041-7_23

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