Getting to the CoRe of it: A review of a specific PCK conceptual lens in science educational research
Since its introduction, pedagogical content knowledge (PCK) has been widely written about in the science education research literature. It has served as an alluring concept amongst many of the discussions on the teaching and learning of science. This paper reviews and draws together empirical research on a specific PCK lens, consisting of two tools: a Content Representation (CoRe) and Pedagogical and Professional Experiences Repertoires (PaP-eRs). Both tools were originally developed by Loughran et al. (2006) and have since been used by a variety of educational researchers and practitioners within their own contexts. This paper seeks to present how CoRes and PaP-eRs have helped conceptualise and advance PCK research, including the impact this has had on the professional practice of teachers. This paper, in so doing, also demonstrates how this PCK lens can facilitate effective teaching and learning in science education.
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Universidad Nacional Autónoma de México, Facultad de Química
2016
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oai:scielo:S0187-893X20160001000522016-05-09Getting to the CoRe of it: A review of a specific PCK conceptual lens in science educational researchLehane,LouiseBertram,Adam Pedagogical content knowledge Content Representation Science teaching and learning Since its introduction, pedagogical content knowledge (PCK) has been widely written about in the science education research literature. It has served as an alluring concept amongst many of the discussions on the teaching and learning of science. This paper reviews and draws together empirical research on a specific PCK lens, consisting of two tools: a Content Representation (CoRe) and Pedagogical and Professional Experiences Repertoires (PaP-eRs). Both tools were originally developed by Loughran et al. (2006) and have since been used by a variety of educational researchers and practitioners within their own contexts. This paper seeks to present how CoRes and PaP-eRs have helped conceptualise and advance PCK research, including the impact this has had on the professional practice of teachers. This paper, in so doing, also demonstrates how this PCK lens can facilitate effective teaching and learning in science education.info:eu-repo/semantics/openAccessUniversidad Nacional Autónoma de México, Facultad de QuímicaEducación química v.27 n.1 20162016-01-01info:eu-repo/semantics/articletext/htmlhttp://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0187-893X2016000100052en10.1016/j.eq.2015.09.004 |
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Lehane,Louise Bertram,Adam |
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Lehane,Louise Bertram,Adam Getting to the CoRe of it: A review of a specific PCK conceptual lens in science educational research |
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Lehane,Louise Bertram,Adam |
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Lehane,Louise |
| title |
Getting to the CoRe of it: A review of a specific PCK conceptual lens in science educational research |
| title_short |
Getting to the CoRe of it: A review of a specific PCK conceptual lens in science educational research |
| title_full |
Getting to the CoRe of it: A review of a specific PCK conceptual lens in science educational research |
| title_fullStr |
Getting to the CoRe of it: A review of a specific PCK conceptual lens in science educational research |
| title_full_unstemmed |
Getting to the CoRe of it: A review of a specific PCK conceptual lens in science educational research |
| title_sort |
getting to the core of it: a review of a specific pck conceptual lens in science educational research |
| description |
Since its introduction, pedagogical content knowledge (PCK) has been widely written about in the science education research literature. It has served as an alluring concept amongst many of the discussions on the teaching and learning of science. This paper reviews and draws together empirical research on a specific PCK lens, consisting of two tools: a Content Representation (CoRe) and Pedagogical and Professional Experiences Repertoires (PaP-eRs). Both tools were originally developed by Loughran et al. (2006) and have since been used by a variety of educational researchers and practitioners within their own contexts. This paper seeks to present how CoRes and PaP-eRs have helped conceptualise and advance PCK research, including the impact this has had on the professional practice of teachers. This paper, in so doing, also demonstrates how this PCK lens can facilitate effective teaching and learning in science education. |
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Universidad Nacional Autónoma de México, Facultad de Química |
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2016 |
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http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0187-893X2016000100052 |
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AT lehanelouise gettingtothecoreofitareviewofaspecificpckconceptuallensinscienceeducationalresearch AT bertramadam gettingtothecoreofitareviewofaspecificpckconceptuallensinscienceeducationalresearch |
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