Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science

Locating Personal Pedagogical Content Knowledge of Science Teachers within Stories of Teaching Force and Motion

“…Carlson and Daehler (2019) acknowledged the need to connect RCM to other models to define and make explicit various aspects of PCK. Similarly, Cooper (2019) suggested reconsidering existing PCK models. Here, I have considered my existing ideas about PCK, and performed a comparison between a topic-specific PCK Model and RCM, to make explicit the view of pPCK as it subsists in science teachers' experience or their description of experiences of teaching science.…”

“…Despite acknowledging the experiential nature of PCK, researchers have not focused on the narrative nature of PCK. Exploring the narrative nature of PCK has become more important with the recent threefold vision of PCK proposed by Carlson and Daehler (2019) in the Refined Consensus Model (RCM) as a result of PCK Summit #2, which view PCK as: (i) collective, (ii) enacted, and (iii) personal. The research on science PCK has focused on collective PCK by studying PCK of a group of teachers and reporting their PCK collectively (e.g., Loughran, Berry, & Mulhall, 2006), and on enacted PCK by investigating the integration of various knowledge into PCK (e.g., Park & Chen, 2012).…”

PCK som ”Materialefaglighed” – videns og handlingsstrukturer i naturfagslokalet

“…Siden Shulmans centrale artikler fra midt i 80´erne (1986a, 1986b, 1987) har forskningsfeltet omkring PCK haft som omdrejningspunkt at udvikle forståelse af, hvordan en laerers viden, kunnen og gøren kan karakteriseres. Selvom PCK forskningen startede som et alment forskningsprogram (Kind, 2009), er det specielt indenfor den internationale naturfagsdidaktiske forskning, at der blev igangsat et stort antal forskningsprogrammer (Abell, 2007(Abell, , 2008Chan & Hume, 2019;Ellebaek & Nielsen, 2016). Saerligt konceptualisering af PCK som Magnusson et al udviklede sidst i 90´erne (1999) har vaeret flittigt anvendt i internationale naturfagsdidaktiske studier.…”

“…haft eksplicit fokus på sammenhaengen mellem det socio-materielle og laererprofessionalitet indenfor naturfagene (Forbes, Madeira, Davis, & Slotta, 2009;Guerriero & Révai, 2017;Hetherington & Wegerif, 2018;Otrel-Cass & Cowie, 2019;Wei, Chen, & Chen, 2019), og sammenhaengen mellem det socio-materielle og PCK er endnu mindre belyst (Forbes et al, 2009;Wei et al, 2019) ligesom den seneste konceptualisering af PCK baseret på et faelles arbejde mellem centrale forskere på feltet heller ikke saerligt tydeligt har inddraget det sociomaterielles eventuelle betydning herfor (Carlson & Daehler, 2019;Gess-Newsome, 2015). Flere forhold og en aktuel udgivelse fra Milne og Scantlebury med den rammende titel: "Material Practice and Materiality: Too Long Ignored in Science Education" (2018), tyder således på, at der er behov for dybere indsigt i de evt.…”

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“…However, teacher education programs that require pre-service teachers to take courses on student diversity and inclusion, barely provide the opportunities to integrate this knowledge with school subject areas (e.g., science and mathematics). Without this preparation, science teachers perform this task on the job, many time through trial and error, resulting into the accumulation of experience, termed as personal knowledge or personal practical knowledge (Elbaz, 1983;Clandinin & Connelly, 1995) and is close to the idea of pPCK (Carlson & Daehler, 2019).…”