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Pedagogical content knowledge (PCK): Exploring its usefulness for science lecturers in higher education
Citation
Fraser, SP, Pedagogical content knowledge (PCK): Exploring its usefulness for science lecturers in higher education, Research in Science Education, 46, (1) pp. 141-161. ISSN 0157-244X (2016) [Refereed Article]
Copyright Statement
Copyright 2015 Springer Science+Business Media
DOI: doi:10.1007/s11165-014-9459-1
Abstract
In the past 30 years, pedagogical content knowledge (PCK) frameworks have
become important constructs in educational research undertaken in the school education
system and a focus for research for curriculum and teacher education researchers. As regards
science, PCK research has been plentiful, but thus far, the concept of PCK (significantly
enhanced since its proposal) has only been validated in the school context (Kindergarten to
Grade 12). Within this environment, however, it has proven to be a very useful construct for
understanding teacher practice and contributing to the improvement of teacher education
courses. Knowledge about whether PCK is useful as a conceptual framework for science
lecturers (teachers) working in higher education is as yet unknown and represents a gap in the
research literature; the research outlined here is a first step in exploring its usefulness in this
context. This paper provides an analysis of data obtained from semi-structured interviews
conducted with nine Australian science university lecturers from various disciplines and levels
of seniority and experience of tertiary teaching, as well as an academic developer skilled in
facilitating science academics’ understanding of pedagogy in higher education. The research
aimed to investigate the extent to which one version of a school-based science PCK framework
resonated with the pedagogical thinking of university science lecturers and the ways in which
it could influence their teaching practice
Item Details
Item Type: | Refereed Article |
---|---|
Keywords: | Pedagogical content knowledge, science teaching, higher education, professional learning, |
Research Division: | Education |
Research Group: | Curriculum and pedagogy |
Research Field: | Science, technology and engineering curriculum and pedagogy |
Objective Division: | Education and Training |
Objective Group: | Teaching and curriculum |
Objective Field: | Teacher and instructor development |
UTAS Author: | Fraser, SP (Professor Sharon Fraser) |
ID Code: | 99598 |
Year Published: | 2016 (online first 2015) |
Web of Science® Times Cited: | 27 |
Deposited By: | Education |
Deposited On: | 2015-03-30 |
Last Modified: | 2018-03-18 |
Downloads: | 0 |
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