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

Neumann, Knut, Kind, Vanessa and Harms, Ute (2018) Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge International Journal of Science Education . pp. 1-15. DOI 10.1080/09500693.2018.1497217.

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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.

Document Type: Article
Research affiliation: Kiel University > Kiel Marine Science
OceanRep > The Future Ocean - Cluster of Excellence
Kiel University
Refereed: Yes
DOI etc.: 10.1080/09500693.2018.1497217
ISSN: 0950-0693
Projects: Future Ocean
Date Deposited: 16 Jan 2019 10:57
Last Modified: 17 Jan 2019 09:14
URI: http://eprints.uni-kiel.de/id/eprint/45376

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