Re-examining Pedagogical Content Knowledge in Science Education
By: Berry, Amanda (Ed).
Contributor(s): Friedrichsen, Patricia J. (Ed) | Loughran, John ((Ed).
Material type:
BookSeries: Teaching and Learning in Science. Publisher: New York Routledge 2015Description: x; 269p. 9x6 pb.ISBN: 9781138833005.Subject(s): Pedagogical content knowledge-Congresses | Science-Study and teaching-Congresses | Science teachers-Training of-CongressesDDC classification: 507.1 Summary: Re-examining Pedagogical Content Knowledge in Science Education is organized around three themes: Re-examining PCK: Issues, ideas and development; Research developments and trajectories; Emerging themes in PCK research. Featuring the most up-to-date work from leading PCK scholars in science education across the globe, this volume maps where PCK has been, where it is going, and how it now informs and enhances knowledge of science teachers’ professional knowledge. It illustrates how the PCK research agenda has developed and can make a difference to teachers’ practice and students’ learning of science.
| Item type | Current location | Collection | Call number | Status | Date due | Barcode | Item holds |
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General Science | Book | 507.1/Ber (Browse shelf) | Available | 23962 |
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| 507.0218/N.S.T.A. National Science Education Standards | 507.1/2 /Shu/Sch Enhancing adolescents' motivation for science | 507.1/Bau What Every Science Student Should Know | 507.1/Ber Re-examining Pedagogical Content Knowledge in Science Education | 507.1/Gib/Rei Visualization : | 507.1 Gil Models based science teaching | 507.1/Kee Uncovering Student Ideas In Science |
Re-examining Pedagogical Content Knowledge in Science Education is organized around three themes: Re-examining PCK: Issues, ideas and development; Research developments and trajectories; Emerging themes in PCK research. Featuring the most up-to-date work from leading PCK scholars in science education across the globe, this volume maps where PCK has been, where it is going, and how it now informs and enhances knowledge of science teachers’ professional knowledge. It illustrates how the PCK research agenda has developed and can make a difference to teachers’ practice and students’ learning of science.
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