Mapping and reflecting on integration of the components of pedagogical content knowledge (PCK) for teaching natural selection: A case study of an experienced middle-school science teacher

2021 ◽  
Vol 107 ◽  
pp. 103473
Author(s):  
Su Gao ◽  
Nicole Damico ◽  
Andrea Gelfuso
Keyword(s):  
Middle School ◽  
Natural Selection ◽  
Science Teacher ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
School Science ◽  
Middle School Science ◽  
Pedagogical Content

Further Comment: Pragmatizing the Imaginary: A Response to a Fictionalized Case Study of Teaching

2001 ◽  
Vol 71 (4) ◽  
pp. 734-742 ◽  
Author(s):  
Tom Barone
Keyword(s):  
Middle School ◽  
Science Teacher ◽  
Historical Perspective ◽  
Teacher Educator ◽  
School Science ◽  
Middle School Science ◽  
Harvard Educational Review ◽  
Sonata Form ◽  
Equity Issues

In the Voices Inside Schools section of its Fall 2000 issue, the Harvard Educational Review published an article entitled, "Historical Perspective as an Important Element of Teachers' Knowledge: A Sonata-Form Case Study of Equity Issues in a Chemistry Classroom." The article was coauthored by Zachary Dean Sconiers, a middle school science teacher, and Jerry Rosiek, a university-based teacher educator and research methodologist.

scholarly journals Analysis of a Moodle-based training program about the Pedagogical Content Knowledge of Evolution Theory and Natural Selection

2017 ◽  
Vol 7 (1) ◽  
pp. 14 ◽  
Author(s):  
Panagiotis K. Stasinakis ◽  
Michail Kalogiannnakis
Keyword(s):  
Natural Selection ◽  
Secondary School ◽  
Pedagogical Content Knowledge ◽  
Training Program ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching Style ◽  
School Science ◽  
Evolution Theory ◽  
Pedagogical Content

In this study we aim to find out whether a training program for secondary school science teachers which wasorganized based on the model of Pedagogical Content Knowledge (PCK), could improve their individual PCK for aspecific scientific issue. The Evolution Theory (ET) and the Natural Selection (NS) were chosen as the scientificissues of interest. Both of them are fundamental in biology teaching, especially the ET which can be taught as aunifying theory of biology. The individual PCK of teachers can be improved by strengthening its components:knowledge, pedagogy and managing the context. The principals and content of the seminar were decided based onthe results of another study among Greek teachers for the characteristics of their PCK about ET, NS and Nature OfScience (NoS). The seminar involved 16 secondary school teachers. We found that all trainees improved theirindividual PCK and felt adequate to teach more effectively the ET and the NS to their students. All participantsthrough the activities they performed, moved to a more constructive and learner-centered teaching style compare towhat they used to do before the training program.

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