ISBN:
9789460918216
Language:
English
Pages:
Online-Ressource
Edition:
2. ed.
Series Statement:
Professional Learning 12
Parallel Title:
Erscheint auch als Understanding and Developing Science Teachers' Pedagogical Content Knowledge: 2nd Edition
Keywords:
Science teachers Training of
;
Science Study and teaching
;
Education
;
Education
;
Lehrerbildung
;
Naturwissenschaftlicher Unterricht
Abstract:
Preliminary Material /John Loughran , Amanda Berry and Pamela Mulhall -- Teaching /John Loughran , Amanda Berry and Pamela Mulhall -- Pedagogical Content Knowledge /John Loughran , Amanda Berry and Pamela Mulhall -- Portraying PCK /John Loughran , Amanda Berry and Pamela Mulhall -- Particle theory /John Loughran , Amanda Berry and Pamela Mulhall -- Chemical reactions /John Loughran , Amanda Berry and Pamela Mulhall -- Section One /John Loughran , Amanda Berry and Pamela Mulhall -- Section Two /John Loughran , Amanda Berry and Pamela Mulhall -- Circulatory system /John Loughran , Amanda Berry and Pamela Mulhall -- Force /John Loughran , Amanda Berry and Pamela Mulhall -- Section One /John Loughran , Amanda Berry and Pamela Mulhall -- Section Two /John Loughran , Amanda Berry and Pamela Mulhall -- Electric circuits /John Loughran , Amanda Berry and Pamela Mulhall -- Genetics /John Loughran , Amanda Berry and Pamela Mulhall -- Examining the use and value of CoRes and PaP-eRs /John Loughran , Amanda Berry and Pamela Mulhall -- Science teaching and teacher education /John Loughran , Amanda Berry and Pamela Mulhall -- References /John Loughran , Amanda Berry and Pamela Mulhall -- Index /John Loughran , Amanda Berry and Pamela Mulhall.
Abstract:
There has been a growing interest in the notion of a scholarship of teaching. Such scholarship is displayed through a teacher’s grasp of, and response to, the relationships between knowledge of content, teaching and learning in ways that attest to practice as being complex and interwoven. Yet attempting to capture teachers’ professional knowledge is difficult because the critical links between practice and knowledge, for many teachers, is tacit. Pedagogical Content Knowledge (PCK) offers one way of capturing, articulating and portraying an aspect of the scholarship of teaching and, in this case, the scholarship of science teaching. The research underpinning the approach developed by Loughran, Berry and Mulhall offers access to the development of the professional knowledge of science teaching in a form that offers new ways of sharing and disseminating this knowledge. Through this Resource Folio approach (comprising CoRe and PaP-eRs) a recognition of the value of the specialist knowledge and skills of science teaching is not only highlighted, but also enhanced. The CoRe and PaP-eRs methodology offers an exciting new way of capturing and portraying science teachers’ pedagogical content knowledge so that it might be better understood and valued within the profession. This book is a concrete example of the nature of scholarship in science teaching that is meaningful, useful and immediately applicable in the work of all science teachers (preservice, in-service and science teacher educators). It is an excellent resource for science teachers as well as a guiding text for teacher education
Description / Table of Contents:
Understanding and Developing Science Teachers' Pedagogical Content Knowledge; TABLE OF CONTENTS; ACKNOWLEDGEMENTS; PREFACE TO SECOND EDITION; CHAPTER ONE: TEACHING: Learning through experience; PROFESSIONAL LEARNING; Moving beyond activities; Developing pedagogy; Learning from experience; WORKING FOR CHANGE; CHAPTER OVERVIEW; CHAPTER TWO: PEDAGOGICAL CONTENT KNOWLEDGE; WINDOWS INTO PEDAGOGICAL CONTENT KNOWLEDGE; Venn diagrams; Concept maps; PEDAGOGICAL CONTENT KNOWLEDGE: BEYOND JARGON; CHAPTER OVERVIEW; CHAPTER THREE: PORTRAYING PCK; SHAPING FACTORS IN CAPTURING AND REPRESENTING PCK
Description / Table of Contents:
Teaching and learning in scienceTeacher thinking; Talking about teaching through stories; A FRAMEWORK FOR REPRESENTING CONCRETE EXAMPLES OF PCK; CoRe: CONTENT REPRESENTATION; Big science ideas/concepts; What you intend the students to learn about this idea; Why it is important for students to know this; What else you might know about this idea (that you don't intend students to know yet); Difficulties/limitations connected with teaching this idea; Knowledge about students' thinking which influences your teaching of this idea; Other factors that influence your teaching of this idea
Description / Table of Contents:
Teaching procedures (and particular reasons for using these to engage with this idea)Specific ways of ascertaining students' understanding or confusion around this idea; Overview of the CoRe; PaP-eRs: PEDAGOGICAL AND PROFESSIONAL-EXPERIENCE REPERTOIRES; CONSTRUCTING AND USING CoRe(s) AND PaP-eRs; OVERVIEW OF CoRe AND PaP-eRs; CHAPTER OVERVIEW; CHAPTER FOUR: PARTICLE THEORY; REMINDERS ABOUT SHAPING FACTORS THAT INFLUENCE CoRe(s) AND PaP-eRs; INTRODUCTION TO PaP-eRs ON PARTICLE THEORY; 4.1: WHAT IS THE SMALLEST BIT?; PART 1; Teaching journal entry; PART 2; Teaching journal entry; PART 3
Description / Table of Contents:
Teaching journal entry4.2: TEACHING ABOUT THE CONCEPT OF NOTHING; PART 1: THE IDEA OF 'NOTHING' IS PROBLEMATIC; PART 2: DEVELOPING STUDENTS' UNDERSTANDING OF THE DIFFERENCE BETWEEN AIR AND NOTHING; PART 3: ASSESSING HOW STUDENTS INTEGRATE THE IDEA OF NOTHING INTO THEIR UNDERSTANDING OF THE PARTICLE THEORY; 4.3: PLAYDOUGH BALLS: CONCRETE MODELS OF ABSTRACT IDEAS; PART 1: THE PARTICLE MOVEMENT DURING PHASE CHANGES NEEDS TOBE MADE EXPLICIT TO STUDENTS; PART 2: DISTINGUISHING BETWEEN THE PARTICLES IN ELEMENTS, COMPOUNDS ANDMIXTURES CAN BE CONFUSING FOR STUDENTS; 4.4: CAREFUL CHEMICAL REACTIONS
Description / Table of Contents:
4.5: QUESTIONS AND ANSWERS4.6: SEEING THINGS DIFFERENTLY; Rhonda's framing in the interview: The content; Rhonda's framing in the classroom: 'Imagine'; 4.7: PROBING STUDENTS' VIEWS; What was the probe?; How did you come to design this probe?; What did the probe show?; What were the limitations of the probe?; Has using this probe changed the way you think about teaching about the behaviour of substances at the microscopic level?; What advice would you give to other teachers who are considering using this probe?; 4.8: GOOD VIBRATIONS; CHAPTER FIVE: CHEMICAL REACTIONS
Description / Table of Contents:
REMINDERS ABOUT SHAPING FACTORS THAT INFLUENCE CoRes AND PaP-eRs
Note:
Description based upon print version of record
DOI:
10.1007/978-94-6091-821-6
URL:
Volltext
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