Re-examining Pedagogical Content Knowledge in Science Education: 1st Edition (Paperback) book cover

Re-examining Pedagogical Content Knowledge in Science Education

1st Edition

Edited by Amanda Berry, Patricia Friedrichsen, John Loughran


270 pages | 24 B/W Illus.

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Paperback: 9781138833005
pub: 2015-03-19
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pub: 2015-03-27
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Pedagogical Content Knowledge (PCK) has been adapted, adopted, and taken up in a diversity of ways in science education since the concept was introduced in the mid-1980s. Now that it is so well embedded within the language of teaching and learning, research and knowledge about the construct needs to be more useable and applicable to the work of science teachers, especially so in these times when standards and other measures are being used to define their knowledge, skills, and abilities.

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.


"This book provides a state-of-the-art overview over the most recent developments in PCK research in the world and identifies common themes and perspectives for future research. A distinct feature is the proposal of a consensus model of teacher professional knowledge including PCK. As such, this is a must-read for every researcher working in the field of science teacher education as well as science teacher educators who want to learn more about what to teach and how to teach it to their students."

Knut Neumann, Leibniz-Institute for Science and Mathematics Education, Germany

"This book can offer guidance and direction for other science education researchers in pursuing the impact of PCK on teaching and learning in science. It is timely, and it is needed. It is an important resource for all PCK researchers."

William R. Veal, College of Charleston, USA

Table of Contents


Section 1: Introducing PCK: Issues, ideas and development

Chapter 1 PCK: Its genesis and exodus, Lee S. Shulman

Chapter 2 The PCK summit: A process and structure for challenging current ideas, provoking future work, and considering new directions, Janet Carlson, Laura Stokes & Jenifer Helms, Julie Gess-Newsome & April Gardner

Chapter 3 A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit, Julie Gess-Newsome

Section 2: Research developments and trajectories

Chapter 4 Supporting growth of Pedagogical Content Knowledge in science, Kirsten R. Daehler, Joan I. Heller & Nicole Wong

Chapter 5 Science teachers’ PCK: Understanding sophisticated practice, Rebecca Cooper, John Loughran & Amanda Berry

Chapter 6 Tracing a research trajectory on PCK and chemistry university professors’ beliefs, Kira Padilla & Andoni Garritz

Chapter 7 Assessing PCK: A new application of the uncertainty principle, P. Sean Smith & Eric R. Banilower

Chapter 8 From portraying toward assessing PCK: Drivers, dilemmas and directions for future research, Soonhye Park & Jeekyung Suh

Chapter 9 Towards a more comprehensive way to capture PCK in its complexity, Ineke Henze & Jan H. van Driel

Chapter 10 The PCK summit and its effect on work in South Africa, Marissa Rollnick & Elizabeth Mavhunga

Chapter 11 My PCK research trajectory: A purple book prompts new questions, Patricia Friedrichsen

Chapter 12 Pedagogical content knowledge reconsidered: A teacher educator’s perspective, Rebecca M. Schneider

Chapter 13 On the beauty of knowing then not knowing: Pinning down the elusive qualities of PCK, Vanessa Kind

Section 3: Pedagogical Content Knowledge: Emerging themes

Chapter 14 Examining PCK Research in the Context of Current Policy Initiatives, Aaron J. Sickel, Eric Banilower, Janet Carlson & Jan van Driel

Chapter 15 Science teacher PCK learning progressions: Promises and challenges, Patricia Friedrichsen & Amanda Berry

Chapter 16 Gathering evidence for the validity of PCK measures: Connecting ideas to analytic approaches, Sophie Kirschner, Joseph Taylor, Marissa Rollnick, Andreas Borowski, Elizabeth Mavhunga

Section 4: Provocations and closing thoughts

Chapter 17 Re-examining PCK: A personal commentary, Richard F Gunstone

About the Contributors


About the Editors

Amanda Berry is Associate Professor, ICLON, Leiden University, the Netherlands.

Patricia Friedrichsen is Associate Professor, University of Missouri, USA.

John Loughran is Dean, Faculty of Education, Monash University, Australia.

About the Series

Teaching and Learning in Science Series

The Teaching and Learning in Science Series brings together theoretical and practical scholarship emanating from a wide range of research approaches and paradigms on an equally wide variety of topics.

International concerns about the quality of the teaching and learning of science continue to increase across countries, states, provinces, and local communities with each round of international assessments. During a period of expansive reform in science education, it is especially important that the most current research in areas of critical concern be synthesized for use by both practitioners and researchers.

Proposals for authored or edited books are encouraged that address research and practice in the teaching and learning of science and/or any aspects of the current reforms in science education. The primary focus is the theoretical and practical importance of the problem being investigated. Equal consideration will be given to theoretically oriented and practitioner-oriented proposals. It is hoped that this series will generate as many critical questions as answers it may provide. Themes for prospective manuscripts may include, but are certainly not limited to:

  • the practicality of scientific literacy
  • science for "all" in urban and rural settings
  • scientific inquiry
  • nature of science
  • student misconceptions
  • conceptual change
  • teacher education
  • curriculum development
  • educational policy
  • high stakes testing
  • alternative teacher certification
  • apprenticeship models
  • curriculum integration
  • problem-based learning
  • special needs students and science reforms
  • teacher knowledge and beliefs
  • informal science education
  • classroom discourse
  • professional development
  • teacher/scientist collaborations
  • technology integration
  • equity and diversity within a climate of change

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDUCATION / Curricula
EDUCATION / Teaching Methods & Materials / Science & Technology