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

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

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
• Public URL: https://durham-repository.worktribe.com/output/1347537