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.

part |42 pages

Introducing PCK

chapter |11 pages


Its genesis and exodus
ByLee S. Shulman

chapter |14 pages

The Pck Summit

A process and structure for challenging current ideas, provoking future work, and considering new directions
ByJanet Carlson, Laura Stokes, Jenifer Helms, Gess-Newsome Julie, April Gardner

chapter |15 pages

A Model Of Teacher Professional Knowledge And Skill Including Pck

Results of the thinking from the PCK Summit
ByGess-Newsome Julie

part |154 pages

Research developments and trajectories

chapter |15 pages

Supporting Growth Of Pedagogical Content Knowledge In Science

ByKirsten R. Daehler, Joan I. Heller, Nicole Wong

chapter |15 pages

Science Teachers' Pck

Understanding sophisticated practice
ByRebecca Cooper, John Loughran, Amanda Berry

chapter |16 pages

Assessing Pck

A new application of the uncertainty principle
ByP. Sean Smith, Eric R. Banilower

chapter |16 pages

From Portraying Toward Assessing Pck

Drivers, dilemmas, and directions for future research
BySoonhye Park, Jee kyung Suh

chapter |15 pages

Toward A More Comprehensive Way To Capture Pck In Its Complexity

ByIneke Henze, Jan H. Van Driel

chapter |12 pages

The Pck Summit And Its Effect On Work In South Africa

ByMarissa Rollnick, Elizabeth Mavhunga

chapter |15 pages

My Pck Research Trajectory

A purple book prompts new questions
ByPatricia Friedrichsen

chapter |16 pages

Pedagogical Content Knowledge Reconsidered

A teacher educator's perspective
ByRebecca M. Schneider

chapter |19 pages

On The Beauty Of Knowing Then Not Knowing

Pinning down the elusive qualities of PCK
ByVanessa Kind

part |46 pages

Pedagogical content knowledge

chapter |15 pages

Examining Pck Research In The Context Of Current Policy Initiatives

ByAaron J. Sickel, Eric R. Banilower, Janet Carlson, Driel Jan H. Van

chapter |15 pages

Science Teacher Pck Learning Progressions

Promises and challenges
ByPatricia Friedrichsen, Amanda Berry

chapter |14 pages

Gathering Evidence for the Validity Of Pck Measures

Connecting ideas to analytic approaches
BySophie Kirschner, Joseph Taylor, Marissa Rollnick, Andreas Borowski, Elizabeth Mavhunga

part |12 pages

Provocations and closing thoughts

chapter |10 pages

Re-Examining Pck

A personal commentary
ByRichard F. Gunstone