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Pedagogical Content Knowledge (PCK)

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The Language of Science Education

Abstract

Lee Shulman (1986) who proposed the concept of PCK, describes it as teachers’ understanding of “the most useful forms of representation of the most powerful analogies, illustrations, examples, explanations, and demonstrations – in a word, the ways of representing and formulating the subject … that make it comprehensible to others” ( p. 9).

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References

  • Gess-Newsome, J., & Lederman, N. (1999). Examining pedagogical content knowledge: The construct and its implications for science education. Boston, MA: Kluwer.

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  • Magnusson, S., Krajcik, J. S., & Borko, H. (1996). Nature, sources and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. Lederman (Eds.), Science teacher’s knowledge base: The 1994 Association for the Education of Teachers in Science Yearbook. Washington DC: Association for the Education of Teachers in Science.

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  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

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  • Van Dijk, E. M. & Kattmann, U. (2007). A research model for the study of science teachers’ PCK and improving teacher education. Teaching and Teacher Education, 23(6), 885-897.

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McComas, W.F. (2014). Pedagogical Content Knowledge (PCK). In: McComas, W.F. (eds) The Language of Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-497-0_61

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