Examining pedagogical content knowledge: the construct and its implications for science education

Abstract

Acknowledgments. Foreword L. Shulman. Section I: Introduction. 1. Pedagogical Content Knowledge: An Introduction and Orientation J. Gess-Newsome. Section II: The Literature. 2. The Complex Nature and Sources of Teachers' Pedagogical Knowledge G. Morine-Dershimer, T. Kent. 3. Secondary Teachers' Knowledge and Beliefs about Subject Matter and their Impact on Instruction J. Gess-Newsome. 4. Nature, Sources and Development of Pedagogical Content Knowledge for Science Teaching S. Magnusson, et al. 5. Domains of Teacher Knowledge W.S. Carlsen. Section III: Emerging Lines of Research in Science Teacher Education. 6. Assessment and Measurement of Pedagogical Content Knowledge J.A. Baxter, N.G. Lederman. 7. Changing our Teaching: The Role of Pedagogical Content Knowledge in Elementary Science D.C. Smith. 8. Reconceptualizing Secondary Science Teacher Education N.G. Lederman, J. Gess-Newsome. 9. Pedagogical Content Knowledge and Co-Participation in Science Classrooms K. Tobin, C. McRobbie. Section IV: Impacts of PCK on the Development of Science Teacher Education Programs. 10. Constructing a Framework for Elementary Science Teaching Using Pedagogical Content Knowledge C. Zembal, et al. 11. Incorporating Subject Matter Specific Teaching Strategies into Secondary Science Teacher Preparation M.L. Niess, J.M. Scholz. 12. The TRIAD Approach: A Consensus for Science Teaching and Learning C.L. Mason. Notes on Contributors. First Author Index. Subject Index.