The Refined Consensus Model of Pedagogical Content Knowledge in Science Education

Carlson, Janet; Daehler, Kirsten R.; Alonzo, Alicia C.; Barendsen, Erik; Berry, Amanda; Borowski, Andreas; Carpendale, Jared; Chan, Kin-man; Cooper, Rebecca; Friedrichsen, Patricia; Gess‐Newsome, Julie; Henze–Rietveld, Ineke; Hume, Anne; Kirschner, Sophie; Liepertz, Sven; Loughran, John; Mavhunga, Elizabeth; Neumann, Knut; Nilsson, Pernilla; Park, Soonhye; Rollnick, Marissa; Sickel, Aaron J.; Suh, Jeekjung; Schneider, Rebecca; Driel, Jan van; Wilson, Chris

doi:10.1007/978-981-13-5898-2_2

Cited by 230 publications

(349 citation statements)

References 6 publications

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“…Further studies should aim at replicating these results in other teaching domains as this study focused only on (prospective) teachers of mathematics and economics. Our findings do not conflict with current suggestions of AS being considered a form of teacher knowledge (enacted or usable knowledge; Carlson & Daehler, ; Kersting, ), although such hypotheses regarding the nature of instructional skills cannot be derived from our data. However, our results contradict the findings of Blömeke et al .…”

Section: Discussioncontrasting

confidence: 79%

“…Some researchers propose that teachers’ knowledge and performance are mediated by situation‐specific skills, that is perception, interpretation, and decision making, that might be understood as general skills (Blömeke, Gustafsson et al ., ). Other researchers describe teachers’ skills to apply knowledge to be embodied in different levels of knowledge usability (Kersting, ; Santagata & Sandholtz, ) or in an enacted form of domain‐specific knowledge (e.g., enacted PCK; Carlson & Daehler, ). Overall, there is only little empirical evidence as to which conceptualization is more appropriate to describe AS.…”

Section: Introductionmentioning

confidence: 99%

“…Subsequently, a large body of research, especially with focus on the development of teacher knowledge in teacher training, has examined domain‐specific and generic components of a teachers’ knowledge base, such as the domain‐specific CK and general pedagogical knowledge which is considered not domain‐specific. Teachers’ PCK is described to encompass both domain‐specific components and general educational knowledge, for example, regarding the developmental readiness of their students and effective instructional strategies that may be generic and not connected to a specific domain (Carlson & Daehler, ). With regard to Shulman's definition, PCK itself is thus often illustrated as an ‘amalgam of content and pedagogy’ (Shulman, , p. 8).…”

Section: Introductionmentioning

confidence: 99%

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Performance assessment to investigate the domain specificity of instructional skills among pre‐service and in‐service teachers of mathematics and economics

Jeschke

Kuhn

Lindmeier

et al. 2019

Brit J of Edu Psychol

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Background Key elements of instructional quality include the teacher's ability to immediately react in domain‐specific classroom situations. Such skills – defined as action‐related skills – can only be validly assessed using authentic representations of real‐life teaching practice. However, research has not yet explained how teachers apply domain‐specific knowledge for teaching and to what extent action‐related skills are transferable from one domain to another. Aims Our study aims to examine (1) the relationship between action‐related skills, content knowledge, and pedagogical content knowledge, and (2) the domain specificity of action‐related skills of (prospective) teachers in the two domains of mathematics and economics. Sample(s) We examined German pre‐service and in‐service teachers of mathematics (N = 239) and economics (N = 321), including n = 96 (prospective) teachers who teach both subjects. Methods Action‐related skills in mathematics and economics were measured using video‐based performance assessments. Content knowledge and pedagogical content knowledge were assessed using established paper–pencil tests. Correlation analyses, linear regressions, and a path model were applied. Results In mathematics and economics, we find a similar pattern of moderate correlations between action‐related skills, content knowledge, and pedagogical content knowledge. Moreover, a significant correlation between action‐related skills in mathematics and economics can be explained almost entirely by underlying relations between content knowledge and pedagogical content knowledge in both domains. Conclusions Our findings suggest that action‐related skills empirically differ from domain‐specific knowledge and should be considered as domain‐specific constructs. This indicates that teacher education should not only focus on domain‐specific teacher knowledge, but may also provide learning opportunities for action‐related skills in each domain.

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Section: Discussioncontrasting

confidence: 79%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Performance assessment to investigate the domain specificity of instructional skills among pre‐service and in‐service teachers of mathematics and economics

Jeschke

Kuhn

Lindmeier

et al. 2019

Brit J of Edu Psychol

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“…This model describes the different knowledge bases that comprise PCK: (a) assessment knowledge, knowledge related to designing and taking action on the basis of formative and summative assessments; (b) content knowledge, knowledge related to key ideas in a discipline (disciplinary expertise); (c) curricular knowledge, knowledge related to the sequence and structure of a curriculum; (d) knowledge of students, knowledge related to students' understanding and associated challenges with a topic; and (e) pedagogical knowledge, general knowledge related to instruction and the classroom (72). Additionally, the refined consensus model of PCK character-izes 3 realms with respect to where the knowledge resides: collective PCK, knowledge held by a community; personal PCK, knowledge held by an individual; and enacted PCK, the application of an individual's personal PCK during planning, teaching, and reflecting (82). A summary of the refined consensus model of PCK is provided in Figure 1.…”

Section: Pedagogical Content Knowledgementioning

confidence: 99%

Research on Students' Understanding of Michaelis-Menten Kinetics and Enzyme Inhibition: Implications for Instruction and Learning

Rodriguez

Towns

2020

The Biophysicist

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ABSTRACT We report a summary of the results from an education research project that investigated student reasoning related to Michaelis-Menten enzyme kinetics and enzyme inhibition. We have previously discussed students' mathematical reasoning related to rate laws and reaction order, student conceptions of different types of enzyme inhibition (competitive, noncompetitive, and uncompetitive), and student understanding of representations used to describe enzyme kinetics (Michaelis-Menten graphs, Lineweaver-Burk plots, reaction schemes). In this paper, we bring together the different publications that resulted from this project to emphasize the implications for instruction gleaned from each study and discuss the additional insight provided by synthesizing the results across studies. For this work, the results from this project have been framed according to the refined consensus model of pedagogical content knowledge, a framework from science education that defines the knowledge and skills needed to transform content knowledge into teaching.

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“…Through conversation and sharing, the central beliefs and pPCK of individual teachers could very well have contributed to the collective knowledge base of the teacher group. According to the new Refined Consensus Model on PCK, this could be seen as the development of a form of collective PCK: an amalgam of different educators' contributions, shaped through knowledge exchange during discussions and the collective development of instructional strategies, resulting in a shared knowledge base around a particular topic (Carlson and Daehler 2019).…”

Section: Teachers' Collective Meaning Making To the Connection Betweementioning

confidence: 99%

Finding the connection between research and design: the knowledge development of STEM teachers in a professional learning community

Vossen

Henze

Vries

et al. 2019

Int J Technol Des Educ

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Research and design activities are becoming more important in Science, Technology, Engineering and Mathematics (STEM) and D&T (design and technology) education. Research and design are often taught separately from each other, while in professional STEM practices, many projects are neither 'research only' or 'design only'-they are both. In this study, we aimed to provide insights in teachers' personal and shared knowledge on how research and design can be connected. To this end, we examined the development of pedagogical content knowledge (PCK) and beliefs of six teachers of the Dutch STEM subject O&O (research and design), who participated in a professional learning community (PLC) aimed at connecting research and design within this subject. Results of pre and post-PLC interviews showed that teachers' personal PCK was very diverse, probably due to their different beliefs, backgrounds and teaching contexts. Through jointly designing instructional strategies for connecting research and design, teachers contributed to a collective knowledge base. The results of this study indicate that a professional learning community in which teachers with varying backgrounds construct knowledge and instructional strategies together, can be a powerful method to enhance personal PCK and collective knowledge. These are promising outcomes in the light of shaping professional development activities for STEM and D&T teachers, which in turn aims to provide students with a holistic and realistic view on current professional STEM fields.

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The Refined Consensus Model of Pedagogical Content Knowledge in Science Education

Cited by 230 publications

References 6 publications

Performance assessment to investigate the domain specificity of instructional skills among pre‐service and in‐service teachers of mathematics and economics

Performance assessment to investigate the domain specificity of instructional skills among pre‐service and in‐service teachers of mathematics and economics

Research on Students' Understanding of Michaelis-Menten Kinetics and Enzyme Inhibition: Implications for Instruction and Learning

Finding the connection between research and design: the knowledge development of STEM teachers in a professional learning community

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