Twenty Years Later: Does Pedagogical Content Knowledge Remain a Useful Idea?

Autor/in	Abell, Sandra K.
Titel	Twenty Years Later: Does Pedagogical Content Knowledge Remain a Useful Idea?
Quelle	In: International Journal of Science Education, 30 (2008) 10, S.1405-1416 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Pedagogical Content Knowledge; Science Education; Educational Research; Research Design; Science Teachers + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Naturwissenschaftliche Bildung; Bildungsforschung; Pädagogische Forschung; Forschungsdesign; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	This paper considers how the notion of pedagogical content knowledge (PCK) has developed and changed over the past 20 years. It draws on the preceding papers in this special issue to reflect on the big picture issues and ideas that are important in shaping understandings of PCK and the nature of research on PCK. The paper is structured around four sections. The first section offers analysis of the characteristics of PCK as employed by the researchers in this volume, raising some issues related to the construct. The second section considers the implications for research design that result from these authors' views of PCK. The third section suggests an agenda for future research on science teacher knowledge. The concluding section examines the continuing value of the PCK construct for the science education community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10