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Modelling STEM teachers’ pedagogical content knowledge in the framework of the refined consensus model
- Science education researchers have developed a refined understanding of the structure of science teachers’ pedagogical content knowledge (PCK), but how to develop applicable and situation-adequate PCK remains largely unclear. A potential problem lies in the diverse conceptualisations of the PCK used in PCK research. This study sought to systematize existing science education research on PCK through the lens of the recently proposed refined consensus model (RCM) of PCK. In this review, the studies’ approaches to investigating PCK and selected findings were characterised and synthesised as an overview comparing research before and after the publication of the RCM. We found that the studies largely employed a qualitative case-study methodology that included specific PCK models and tools. However, in recent years, the studies focused increasingly on quantitative aspects. Furthermore, results of the reviewed studies can mostly be integrated into the RCM. We argue that the RCM can function as a meaningful theoretical lens forScience education researchers have developed a refined understanding of the structure of science teachers’ pedagogical content knowledge (PCK), but how to develop applicable and situation-adequate PCK remains largely unclear. A potential problem lies in the diverse conceptualisations of the PCK used in PCK research. This study sought to systematize existing science education research on PCK through the lens of the recently proposed refined consensus model (RCM) of PCK. In this review, the studies’ approaches to investigating PCK and selected findings were characterised and synthesised as an overview comparing research before and after the publication of the RCM. We found that the studies largely employed a qualitative case-study methodology that included specific PCK models and tools. However, in recent years, the studies focused increasingly on quantitative aspects. Furthermore, results of the reviewed studies can mostly be integrated into the RCM. We argue that the RCM can function as a meaningful theoretical lens for conceptualizing links between teaching practice and PCK development by proposing pedagogical reasoning as a mechanism and/or explanation for PCK development in the context of teaching practice.…
Verfasserangaben: | Lukas MientusORCiDGND, Anne HumeORCiDGND, Peter WulffORCiD, Antoinette Meiners, Andreas BorowskiORCiDGND |
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DOI: | https://doi.org/10.3390/educsci12060385 |
ISSN: | 2227-7102 |
Titel des übergeordneten Werks (Englisch): | Education Sciences : open access journal |
Untertitel (Englisch): | A systematic literature review |
Verlag: | MDPI |
Verlagsort: | Basel, Schweiz |
Publikationstyp: | Wissenschaftlicher Artikel |
Sprache: | Englisch |
Datum der Erstveröffentlichung: | 02.06.2022 |
Erscheinungsjahr: | 2022 |
Datum der Freischaltung: | 30.11.2022 |
Freies Schlagwort / Tag: | literature review; pedagogical content knowledge (PCK); pedagogical reasoning; refined consensus model (RCM); science teaching; teaching practice |
Band: | 12 |
Aufsatznummer: | 385 |
Auflage: | 6 |
Seitenanzahl: | 25 |
Erste Seite: | 1 |
Letzte Seite: | 25 |
Fördernde Institution: | German Federal Ministry of Education and Research |
Fördernummer: | 01JA1816 |
Organisationseinheiten: | Mathematisch-Naturwissenschaftliche Fakultät / Institut für Physik und Astronomie |
Extern / Extern | |
DDC-Klassifikation: | 3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung |
Peer Review: | Referiert |
Fördermittelquelle: | Publikationsfonds der Universität Potsdam |
Publikationsweg: | Open Access / Gold Open-Access |
Lizenz (Deutsch): | CC-BY - Namensnennung 4.0 International |
Externe Anmerkung: | Zweitveröffentlichung in der Schriftenreihe Zweitveröffentlichungen der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe ; 1273 |