The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Pedagogical content knowledge in science education: perspectives and potential for progress
Open accessAbstract
Pedagogical content knowledge (PCK), since its inception as teacher‐specific professional knowledge, has been researched extensively. Drawing on a wide range of literature, this paper seeks to clarify how the potential offered by PCK could be utilised to further develop science teacher education. An analysis of PCK models proposed by various researchers, together with methods of elucidating PCK in experienced and novice teachers, is provided. The paper argues that making PCK more explicit in the teacher education process may help novices adjust to teaching, as well as aiding experienced teachers in developing more reflective practices.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Those Who Understand: Knowledge Growth in Teaching
SHULMAN, L. S. (1986) · Educational Researcher · doi:10.3102/0013189x015002004 · Cited by 18,546
Knowledge and teaching: Foundations of the new reform
Shulman, L. (1987) · Harvard Educational Review · doi:10.17763/haer.57.1.j463w79r56455411 · Cited by 16,787
Cited by
Teacher Professional Development Focusing on Pedagogical Content Knowledge
Van Driel, J. H., & Berry, A. (2012) · Educational Researcher · doi:10.3102/0013189x11431010 · Cited by 454
Science pre-service teachers’ experience with mentors during teaching practice
Mafugu, T. (2022) · Eurasia Journal of Mathematics, Science and Technology Education · doi:10.29333/ejmste/12476 · Cited by 12
Dudu, W. T., Poti, J. G., & Sebatana, M. J. (2022) · Eurasia Journal of Mathematics, Science and Technology Education · doi:10.29333/ejmste/12426 · Cited by 10
Metadata
- Authors
- Kind, V.
- Venue
- Studies in Science Education
- Publisher
- Informa UK Limited
- Published
- 2009-09
- Volume
- 45
- Issue
- 2
- Pages
- 169-204
- ISSN
- 0305-7267 (ISSN-L)
- 1940-8412
- OpenAlex
- W1981640382
- Cited by
- 628
- References
- 2
- FWCI
- 70.42
- Type
- journal article
- Language
- en
- Open access
- green
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
