Towards a Consensus Model: Literature Review of How Science Teachers’ Pedagogical Content Knowledge Is Investigated in Empirical Studies

Resolving the amalgam: connecting pedagogical content knowledge, content knowledge and pedagogical knowledge

“…The structure does not discuss personal and canonical PCK. These types were identified in the Consensus Model, the SI papers (Table 1) above and through scholarly debate (Chan & Hume, 2019). "Types" of PCK arise from consideration of: ownership, that is, canonical or personal and individual or collective; grain size, that is, concept-, topic-or discipline-specific; enactment, that is, static, planned, or enacted; and teaching cycle phases, for example, planning and reflection.…”

“…Our research (e.g. Chan & Yung, 2015Kind, 2009aKind, , 2016Kind & Kind, 2011) and reviews (Chan & Hume, 2019;Kind, 2009b) utilise and reflect on interpretations of PCK. This paper addresses issues noted in the introductory paper (Neumann, Kind & Harms, 2018) that relate to unrealised potential of PCK to contribute extensively to teacher education policy and practice.…”

Characterizing college science instruction: The Three-Dimensional Learning Observation Protocol

“…The recordings focused on the instructor's actions, not on students, and instructors were assured that the recordings would be used only for programmatic improvement, not for individual evaluations. We aimed to record each course at the following three times: 1) toward the beginning of the semester (in weeks 3-6), 2) in the middle of the semester (in weeks 7-10), and 3) toward the end of the semester (in weeks [11][12][13][14]. We asked instructors to avoid scheduling their recordings on review days or days where they were administering quizzes or exams.…”

“…Such evidence reveals that there is still much work to do to help students develop coherent and interconnected knowledge that can be used in a variety of situations. Shifting the focus away from how classes are taught to what is being taught, an idea rooted in ample literature such as pedagogical content knowledge, would allow for concentrated study on the interactive time that comprises students' learning experiences in undergraduate science courses [10,11].…”

Research on Students' Understanding of Michaelis-Menten Kinetics and Enzyme Inhibition: Implications for Instruction and Learning

“…More recently, an updated model of PCK has been presented, called the refined consensus model of PCK (82). This model describes the different knowledge bases that comprise PCK: (a) assessment knowledge, knowledge related to designing and taking action on the basis of formative and summative assessments; (b) content knowledge, knowledge related to key ideas in a discipline (disciplinary expertise); (c) curricular knowledge, knowledge related to the sequence and structure of a curriculum; (d) knowledge of students, knowledge related to students' understanding and associated challenges with a topic; and (e) pedagogical knowledge, general knowledge related to instruction and the classroom (72). Additionally, the refined consensus model of PCK character-izes 3 realms with respect to where the knowledge resides: collective PCK, knowledge held by a community; personal PCK, knowledge held by an individual; and enacted PCK, the application of an individual's personal PCK during planning, teaching, and reflecting (82).…”