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Pedagogical context knowledge: Toward a fuller understanding of what good science teachers know
Author(s) -
Barnett John,
Hodson Derek
Publication year - 2001
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.1017
Subject(s) - context (archaeology) , mathematics education , science education , knowledge base , situated , knowledge level , sociology of scientific knowledge , pedagogy , psychology , computer science , sociology , social science , paleontology , artificial intelligence , world wide web , biology
A codified model of teacher knowledge, situated in school science teaching, is proposed as a synthesis of a number of models, metaphors, and notions already described in the literature about teachers' knowledge. This model, called pedagogical context knowledge , suggests that in discussion of their classroom practice, exemplary science teachers utilize four kinds of knowledge: academic and research knowledge, pedagogical content knowledge, professional knowledge, and classroom knowledge. The model is used to examine data collected through interviews with science teachers about the ways in which they design and implement science lessons. Analysis of the data shows that the model is sufficiently robust to provide a simple and rapid, yet effective and efficient way of examining teachers' views and the knowledge base in which they are embedded. © 2001 John Wiley & Sons, Inc. Sci Ed 85: 426–453, 2001.