Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms

Abstract

This study explored the nature of the integration of the five components of pedagogical content knowledge (PCK): (a) Orientations toward Teaching Science, (b) Knowledge of Student Understanding, (c) Knowledge of Instructional Strategies and Representations, (d) Knowledge of Science Curriculum, and (e) Knowledge of Assessment of Science Learning. Given the topic and context specificity of PCK, this investigation was conducted in the context of the photosynthesis and heredity instruction of four teachers who were working at the same high school with the same curricular materials. Data sources included classroom observations, semi‐structured interviews, lesson plans, instructional materials, and students' work samples. Data were analyzed through three different approaches: (a) in‐depth analysis of explicit PCK, (b) enumerative approach, and (c) the constant comparative method. Data analysis indicated five salient features of the integration of the PCK components: (a) the integration of the components was idiosyncratic and topic‐specific; (b) Knowledge of Student Understanding and Knowledge of Instructional Strategies and Representations were central in the integration; (c) Knowledge of Science Curriculum and Knowledge of Assessment of Science Learning had most limited connection with other components; (d) Knowledge of Assessment of Science Learning was more often connected with Knowledge of Student Understanding and Knowledge of Instructional Strategies and Representations than with the other components; and (e) Didactic Orientations toward Teaching Science directed Knowledge of Instructional Strategies and Representations inhibiting its connection with other components. This study highlights that the quality of PCK depends on the coherence among the components as well as the strength of individual components. From a methodological perspective, this study demonstrates the possibility to make PCK more visible and accessible by using a PCK Map, a pictorial representation of the interactions of the PCK components. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 922–941, 2012

Use of the Rasch measurement model to explore the relationship between content knowledge and topic-specific pedagogical content knowledge for organic chemistry

“…Several authors (Loughran, Mulhall & Berry, 2004;Magnusson, Krajcik & Borko, 1999;Park & Chen, 2012;Van Driel, Verloop &de Vos, 1998 andVeal &MaKinster, 1999) have noted the topic-specific nature of PCK. More recently, Mavhunga and Rollnick (2013) defined and described Topic-Specific PCK (TSPCK) as the capacity to transform the subject matter of a given topic for the purpose of teaching.…”

Using doubly latent multilevel analysis to elucidate relationships between science teachers’ professional knowledge and students’ performance

“…Hill, Ball, Blunk, Goffney, and Rowan (2007) consider mathematical knowledge for teaching, which comprises both CK and PCK within an integrated domain of contentrelated professional knowledge. Moreover, several studies assume CuK as an integrated facet of PCK (Grossman, 1990;Loughran, Milroy, Berry, Gunstone, & Mulhall, 2001;Magnusson et al, 1999;Park & Chen, 2012). These different conceptualisations of PCK have to be considered for the comparison of different studies.…”

Estudio exploratorio comparativo del conocimiento didáctico del contenido sobre pilas galvánicas de profesores de secundaria en ejercicio y en formación

“…En el primer trabajo (Park y Chen, 2012), también se observó que los conocimientos sobre evaluación de aprendizajes y la comprensión de los estudiantes están muy ligados, así como también lo están los conocimientos sobre estrategias instruccionales y las orientaciones didácticas para la enseñanza. Sin embargo, los conocimientos sobre el currículo y sobre evaluación están poco asociados con los demás.…”