Abstract
This chapter examines the integration of pedagogical content knowledge in graduate-level biology courses in a secondary teacher preparation program. Given the residency format of the program, expertise from college faculty in biological sciences and education, science educators from a science museum, and educators working with a high school network combined to review, redesign, implement, and assess PCK infused biology courses. Using the lens of action research, we examine the effectiveness of the course modifications, the context of the residents’ clinical experience on this process, and the outcomes for the content course and work with high school students. Lessons learned and suggestions for the future are offered.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Boo, H. K., & Ang, K. C. (2004). Teachers’ misconceptions of science as revealed in science examination papers. Annual Conference of the Educational Research Association, 2004, Singapore.
Corcoran, T. B., Mosher, F. A., & Rogat, A. (2009). Learning progressions in science: An evidence based approach to reform. CPRE research reports. http://repository.upenn.edu/cpre_researchreports/53.
Daehler, K. R., & Shinohara, M. (2001). A complete circle: Exploring the potential of case materials and methods to develop teachers’ content knowledge and pedagogical content knowledge of science. Research in Science Education, 31, 267–288.
Díaz de Bustamante, J., & Jiménez Aleixandre, M. P. (1998). Interpretation and drawing of images in biology learning. In H. Bayrhuber & F. Brinkman (Eds.), What – why – how? research in Didaktik of biology (pp. 93–102). Kiel: IPN.
Dreyfus, A., & Jungwirth, E. (1988). The cell concept of 10th graders: Curricular expectations and reality. International Journal of Science Education, 10, 221–229.
Gess-Newsome, J., & Lederman, N. G. (1999). Examining pedagogical content knowledge: The construct and its implications for science education. Boston: Kluwer Academic Publishers.
Johnson, H. J., & Cotterman, M. E. (2015). Developing pre-service teachers’ knowledge of science teaching through video clubs. Journal of Science Teacher Education, 26, 393–417.
Krepf, M., Ploger, W., Scholl, D., & Seifert, A. (2017). Pedagogical content knowledge of experts and novices—What knowledge do they activate when analyzing science lessons? Journal of Research in Science Teaching, 55, 44. https://doi.org/10.1002/tea.21410.
Lewis, J., & Wood-Robinson, C. (2000). Genes, chromosomes, cell division and inheritance – Do students see any relationship? International Journal of Science Education, 22, 177–195.
Loughran, J., Berry, A., & Mulhall, P. (2012). Understanding and developing science teachers’ pedagogical content knowledge. Rotterdam: Sense Publishers.
Magnusson, S., Krajcik, J. S., & Borko, H. (1999). Secondary teachers’ knowledge and beliefs about subject matter and their impact on instruction. In J. Gess-Newcombe & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 95–132). Dordrecht: Kluwer.
Park, S., & Chen, Y.-C. (2012). Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms. Journal of Research in Science Teaching, 49, 922–941.
Park, S., & Oliver, S. (2007). Revisiting the conceptualization of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38, 261–284.
Park, S., & Oliver, S. (2008). Revisiting the conceptualization of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38, 261–284.
Piaget, J. (1929). The Child's conception of the world. Harcourt. New York: Brace.
Piaget, J. (1930). The Child's conception of physical causality. London: Kegan Paul.
Piaget, J. (1971). Biology and knowledge. Chicago: University of Chicago Press.
Roth, K. L., Garnier, H. E., Chen, C., Lemmens, M., Schwille, K., & Wickler, N. (2011). Video based lessons analysis: Effective science PD for teacher and student learning. Journal of Research in Science Teaching, 48, 117–148.
Savion, L. (2009). Clinging to discredited beliefs: The larger cognitive story. Journal of the Scholarship of Teaching and Learning, 9, 81–92.
Schneider, R. M., & Plasman, K. (2011). Science teacher learning progressions: A review of science teachers’ pedagogical content knowledge development. Review of Educational Research, 81, 530–565.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Research, 15, 4–14.
Souto-Manning, M. (2012). Teacher action research in teacher education. Childhood Education, 88, 54–56.
Tofade, T., Elsner, J., & Haines, S. T. (2013). Best practice strategies for effective use of questions as aTeaching tool. American Journal of Pharmaceutical Education, 77, 155.
Acknowledgments
The authors would like to thank Matty Lau for the overwhelming generosity of her immense knowledge and support during the development of PCK: Special Topics in Biology.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG, part of Springer Nature
About this chapter
Cite this chapter
Cain, C.R., Graves, S.B. (2018). Biology Teacher Preparation and PCK: Perspectives from the Discipline. In: Uzzo, S., Graves, S., Shay, E., Harford, M., Thompson, R. (eds) Pedagogical Content Knowledge in STEM. Advances in STEM Education. Springer, Cham. https://doi.org/10.1007/978-3-319-97475-0_7
Download citation
DOI: https://doi.org/10.1007/978-3-319-97475-0_7
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-97474-3
Online ISBN: 978-3-319-97475-0
eBook Packages: EducationEducation (R0)