On the beauty of knowing then not knowing: Pinning down the elusive qualities of PCK

Kind, V.

Abstract

This chapter critiques a range of models for pedagogical content knowledge (PCK) presented in extant literature, comparing these with those proposed by international researchers attending a “Summit” meeting on the topic held in October 2012. The analysis examines strengths and weaknesses of PCK models in work presented at the Summit, noting connections with fields such as learning progressions, and discussion of the role played by subject matter knowledge. The author’s personal perceptions of PCK pre- and post-Summit are also analysed, leading to presentation of a new PCK “consensus” model that collates previous structures. The chapter concludes by indicating further research required to validate the new model.

Citation

Kind, V. (2015). On the beauty of knowing then not knowing: Pinning down the elusive qualities of PCK. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining Pedagogical Content Knowledge in Science Education (178-196). Routledge

• Online Publication Date: Mar 19, 2015
• Publication Date: 2015-03
• Deposit Date: Oct 6, 2015
• Publisher: Routledge
• Pages: 178-196
• Series Title: Teaching and Learning in Science Series
• Book Title: Re-examining Pedagogical Content Knowledge in Science Education
• Chapter Number: 13
• ISBN: 9781138833005
• Public URL: https://durham-repository.worktribe.com/output/1644693
• Publisher URL: https://www.routledge.com/9781138833005