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Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge

Neumann, K.; Kind, V.; Harms, U.

Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge Thumbnail


Authors

K. Neumann

U. Harms



Abstract

This Special Issue aims to present evidence about the relationships between content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK); the development of these types of knowledge in novice and experienced secondary science teachers; and how CK, PK and/or PCK impact students’ learning. Since Shulman’s introduction of PCK as the feature that distinguishes the teacher from the content expert, researchers have attempted to understand, delineate, assess and/or develop the construct in pre- and in-service teachers. Accordingly, empirical findings are presented that permit further discussion. Outcomes permit post-hoc examination of a recent, collectively described, ‘consensus’ model of PCK, identifying strengths and potential issues. As we will illustrate, the relationship between CK, PK and PCK is central to this; that is, probing the hypothesis of pedagogical content knowledge as an ‘amalgam’ of content and pedagogical knowledge.

Citation

Neumann, K., Kind, V., & Harms, U. (2019). Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge. International Journal of Science Education, 41(7), 847-861. https://doi.org/10.1080/09500693.2018.1497217

Journal Article Type Article
Acceptance Date Jul 3, 2017
Online Publication Date Jul 17, 2018
Publication Date 2019
Deposit Date Sep 26, 2018
Publicly Available Date Sep 27, 2018
Journal International Journal of Science Education
Print ISSN 0950-0693
Electronic ISSN 1464-5289
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 41
Issue 7
Pages 847-861
DOI https://doi.org/10.1080/09500693.2018.1497217

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Published Journal Article (Advance online version) (2.1 Mb)
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Publisher Licence URL
http://creativecommons.org/licenses/by-nc-nd/4.0/

Copyright Statement
Advance online version © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.





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