In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice Export

@article{citeulike:2297131, abstract = {This study examines the development of ways of documenting and portraying science teachers' pedagogical content knowledge (PCK). As a result of a longitudinal study into science teachers' pedagogical content knowledge, a method is developed for capturing and portraying PCK that comprises two important elements. The first is linked to the particular science content, termed Content Representation (CoRe), and the second is linked to teaching practice, termed Professional and Pedagogical experience Repertoire (PaP-eR). Through this approach new understandings of PCK emerge that are of interest in terms of both academic (knowledge building about PCK) and teaching perspectives. This study includes a full CoRe and one PaP-eR and fully demonstrates how these two elements interact to begin to portray science teachers' pedagogical content knowledge. {\copyright} 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 370-391, 2004}, address = {Faculty of Education, Monash University, Wellington Road, Clayton 3800, Australia}, author = {Loughran, John and Mulhall, Pamela and Berry, Amanda}, citeulike-article-id = {2297131}, citeulike-linkout-0 = {http://dx.doi.org/10.1002/tea.20007}, citeulike-linkout-1 = {http://www3.interscience.wiley.com/cgi-bin/abstract/107642355/ABSTRACT}, doi = {10.1002/tea.20007}, journal = {Journal of Research in Science Teaching}, keywords = {kognition, lehrerforschung, methodologie, pedagogicalcontentknowledge, wissen}, number = {4}, pages = {370--391}, posted-at = {2008-01-28 09:49:32}, priority = {2}, title = {In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice}, url = {http://dx.doi.org/10.1002/tea.20007}, volume = {41}, year = {2004} }

TY - JOUR ID - citeulike:2297131 L3 - citeulike-article-id:2297131 N2 - This study examines the development of ways of documenting and portraying science teachers' pedagogical content knowledge (PCK). As a result of a longitudinal study into science teachers' pedagogical content knowledge, a method is developed for capturing and portraying PCK that comprises two important elements. The first is linked to the particular science content, termed Content Representation (CoRe), and the second is linked to teaching practice, termed Professional and Pedagogical experience Repertoire (PaP-eR). Through this approach new understandings of PCK emerge that are of interest in terms of both academic (knowledge building about PCK) and teaching perspectives. This study includes a full CoRe and one PaP-eR and fully demonstrates how these two elements interact to begin to portray science teachers' pedagogical content knowledge. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 370-391, 2004 IS - 4 JF - Journal of Research in Science Teaching AD - Faculty of Education, Monash University, Wellington Road, Clayton 3800, Australia EP - 391 TI - In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice VL - 41 SP - 370 KW - kognition KW - lehrerforschung KW - methodologie KW - pedagogicalcontentknowledge KW - wissen AU - Loughran, John AU - Mulhall, Pamela AU - Berry, Amanda PY - 2004/// UR - http://dx.doi.org/10.1002/tea.20007 ER -