Pedagogical Content Knowledge: An Introduction and Orientation

Gess‐Newsome, Julie

doi:10.1007/0-306-47217-1_1

Cited by 240 publications

(232 citation statements)

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“…The practice-based CKT assessments that measure the knowledge used in teaching science focus mainly on science teachers' pedagogical content knowledge (Lee, Brown, Luft, & Roehrig, 2007) and involve teachers in tasks that require substantial time to administer and score, such as analyzing video-recorded episodes of practice (Roth et al, 2011), participating in think-aloud or cognitive interviews (Henze & van Driel, 2015;Park & Suh, 2015), conducting classroom observations (Park & Oliver, 2008;Park & Suh, 2015), or documenting their pedagogical content knowledge for particular science topics using graphic organizers (Bertram & Loughran, 2012;Loughran, Mulhall, & Berry, 2004). To date, only a few notable efforts have developed large-scale, practice-based assessment items to measure the professional knowledge specialized to science teaching (Sadler, Sonnert, Coyle, Cook-Smith, & Miller, 2013;Smith & Taylor, 2010).We think that this tasks of teaching framework offers a more focused conceptualization of the measurable aspects of the CKT science construct, which addresses some of the concerns in the field about the need for increased clarity regarding the nature of CKT science and what is being measured (Abell, 2008;Gess-Newsome, 1999;van Driel, Verloop, & de Vos, 1998). In our work, we focus on the conceptual challenges that elementary science teachers encounter in the work of teaching science and on developing practice-based assessment items to measure the CKT that is embedded within these recurrent tasks of teaching.…”

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confidence: 99%

Practice‐Based Measures of Elementary Science Teachers' Content Knowledge for Teaching: Initial Item Development and Validity Evidence

Mikeska

Phelps

Croft

2017

ETS Research Report Series

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Since its 1947 founding, ETS has conducted and disseminated scientific research to support its products and services, and to advance the measurement and education fields. In keeping with these goals, ETS is committed to making its research freely available to the professional community and to the general public. Published accounts of ETS research, including papers in the ETS Research Report series, undergo a formal peer-review process by ETS staff to ensure that they meet established scientific and professional standards. All such ETS-conducted peer reviews are in addition to any reviews that outside organizations may provide as part of their own publication processes. Peer review notwithstanding, the positions expressed in the ETS Research Report series and other published accounts of ETS research are those of the authors and not necessarily those of the Officers and Trustees of Educational Testing Service.The Daniel Eignor Editorship is named in honor of Dr. Daniel R. Eignor, who from 2001 until 2011 served the Research and Development division as Editor for the ETS Research Report series. The Eignor Editorship has been created to recognize the pivotal leadership role that Dr. Eignor played in the research publication process at ETS. This report describes efforts by a group of science teachers, teacher educators, researchers, and content specialists to conceptualize, develop, and pilot practice-based assessment items designed to measure elementary science teachers' content knowledge for teaching (CKT). The report documents the framework used to specify the content-specific teaching practices and instructional tools that are critical to the work that elementary science teachers engage in with students, curriculum, and instruction. Drawing on this framework, the report details the development process for practice-based assessment items designed to measure CKT elementary science in three content areas: (a) structure and properties of matter, (b) ecosystems, and (c) Earth's place in the universe. These practice-based assessment items address the various content challenges elementary science teachers face in their work and were designed to be used as a foundation for building large-scale assessments of elementary science teachers' CKT science. This report presents initial validity evidence examining the practice-based CKT science item characteristics using results from online administrations of these items to 250 upper elementary science teachers. Findings reveal that the majority of these new assessment items capture variability in elementary science teachers' performance and that a large proportion of the items differentiate moderately well, supporting a beginning proof-of-concept for the conceptualization and design of these practice-based CKT elementary science assessment items. Keywords Science; assessment; content knowledge for teaching; specialized content knowledge; pedagogical content knowledge; subject matter knowledge; elementary teachers doi:10.1002/ets2.12168 Enhancing the capacity of K-12 teachers ...

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confidence: 99%

Practice‐Based Measures of Elementary Science Teachers' Content Knowledge for Teaching: Initial Item Development and Validity Evidence

Mikeska

Phelps

Croft

2017

ETS Research Report Series

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“…First of all in this study PCK was accepted as it has an integrative (model) structure. Through accepting such a modeling structure, researchers actually believe that PCK has independent components which are integrated considering the contextual factors (Cochran et al, 1993;Gess-Newsome, 1999). By means of PCK's integrative structure, microteaching lesson study had definitive goals.…”

Section: Discussionmentioning

confidence: 99%

Implementing Microteaching Lesson Study with a Group of Preservice Science Teachers: An Encouraging Attempt of Action Research

Bahçıvan¹

2017

IOJES

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“…In the years since Shulman coined the term "pedagogical content knowledge" to describe the type of knowledge that expert teachers use when solving problems of classroom practice, much research has been done to define and describe this specialized knowledge (e.g., Ball, 2000;Berliner, 1986Berliner, , 2000Shulman, 1986Shulman, , 1987. Results of this work suggest that the extent, organization, and accessibility of such knowledge distinguish experts from novices (Borko & Putnam, 1996;Gess-Newsome, 1999). In studies that have looked at teachers' PCK concerning particular conceptual topics in science, scholars examine the teachers' knowledge of the content, knowledge of children's ideas about the content, representations that teachers use to make ideas cogent to young learners, and knowledge of effective activities.…”

Section: Science Education Structures and Improvisation For Inquiry 145mentioning

confidence: 99%

Structures and improvisation for inquiry‐based science instruction: A teacher's adaptation of a model of magnetism activity

Harlow

2009

Science Education

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ABSTRACT:One aspect of scientific inquiry that appears to be particularly challenging to learn is how explanatory models are developed and used in science. It is even more challenging to learn to teach through methods that engage young students in building and using explanatory models. In part, this is because to do so requires that teachers make real-time instructional decisions in response to the ideas that students articulate. In this paper I present an example of a teacher who participated in a series of activities during a professional development course that guided her and her colleagues through the process of developing and revising an explanatory model of magnetic phenomenon. She subsequently transformed this series of activities to use with her elementary school students. Contrasting the series of activities in the elementary classroom to the corresponding professional development activities revealed improvisational instructional acts and shed light on aspects of the classroom context that necessitated and facilitated improvisation. In particular, this paper highlights the multiple pedagogical and disciplinary structures that teachers implicitly chose among when improvising.

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Pedagogical Content Knowledge: An Introduction and Orientation

Cited by 240 publications

References 3 publications

Practice‐Based Measures of Elementary Science Teachers' Content Knowledge for Teaching: Initial Item Development and Validity Evidence

Practice‐Based Measures of Elementary Science Teachers' Content Knowledge for Teaching: Initial Item Development and Validity Evidence

Implementing Microteaching Lesson Study with a Group of Preservice Science Teachers: An Encouraging Attempt of Action Research

Structures and improvisation for inquiry‐based science instruction: A teacher's adaptation of a model of magnetism activity

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