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Developing science teachers' pedagogical content knowledge
Author(s) -
van Driel Jan H.,
Verloop Nico,
de Vos Wobbe
Publication year - 1998
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/(sici)1098-2736(199808)35:6<673::aid-tea5>3.0.co;2-j
Subject(s) - mathematics education , subject matter , context (archaeology) , science education , pedagogy , psychology , craft , nature of science , physical science , teacher education , curriculum , paleontology , history , archaeology , biology
This article discusses the concept of pedagogical content knowledge (PCK) within the context of science teaching. First, an attempt is made to define this concept within the tradition of research on teachers' craft knowledge and to identify possible purposes of research on PCK. From this point of view, recent research on science teaching is investigated. This investigation identifies teaching experience as the major source of PCK, whereas adequate subject‐matter knowledge appears to be a prerequisite. Finally, an empirical study is presented which focuses on PCK with respect to a specific topic—that is, chemical equilibrium. The effects on teachers' PCK of participation in an in‐service workshop and conducting an experimental course in classroom practice are reported. This leads to the identification of elements of PCK teachers can use to promote student understanding. It is concluded that research on topic‐related PCK may complement research on student learning of specific topics. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 673–695, 1998.