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008 120815s2012 ne ob 001 0 eng d
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024 7 _a10.1007/978-94-6091-821-6
_2doi
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072 7 _aSCI
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072 7 _aJN
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082 0 4 _a507.1
_223
049 _aMAIN
100 1 _aLoughran, John,
_d1957-
245 1 0 _aUnderstanding and developing science teachers' pedagogical content knowledge /
_cby John Loughran, Amanda Berry and Pamela Mulhall.
250 _a2nd ed.
260 _aRotterdam ;
_aBoston :
_bSensePublishers,
_c©2012.
300 _a1 online resource
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _adata file
380 _aBibliography
490 1 _aProfessional learning ;
_vv. 12
505 0 0 _tTeaching --
_tLearning through experience --
_tPedagogical Content Knowledge --
_tPortraying PCK --
_tParticle Theory --
_tChemical Reactions --
_tCirculatory System --
_tForce --
_tElectric Circuits --
_tGenetics --
_tExamining The Use and Value of Core(S) and Pap-Ers --
_tScience Teaching and Science Teacher Education.
504 _aIncludes bibliographical references and index.
520 _aThere has been a growing interest in the notion of a scholarship of teaching. Such scholarship is displayed through a teacher's grasp of, and response to, the relationships between knowledge of content, teaching and learning in ways that attest to practice as being complex and interwoven. Yet attempting to capture teachers' professional knowledge is difficult because the critical links between practice and knowledge, for many teachers, is tacit. Pedagogical Content Knowledge (PCK) offers one way of capturing, articulating and portraying an aspect of the scholarship of teaching and, in this case, the scholarship of science teaching. The research underpinning the approach developed by Loughran, Berry and Mulhall offers access to the development of the professional knowledge of science teaching in a form that offers new ways of sharing and disseminating this knowledge. Through this Resource Folio approach (comprising CoRe and PaP-eRs) a recognition of the value of the specialist knowledge and skills of science teaching is not only highlighted, but also enhanced. The CoRe and PaP-eRs methodology offers an exciting new way of capturing and portraying science teachers' pedagogical content knowledge so that it might be better understood and valued within the profession. This book is a concrete example of the nature of scholarship in science teaching that is meaningful, useful and immediately applicable in the work of all science teachers (preservice, in-service and science teacher educators). It is an excellent resource for science teachers as well as a guiding text for teacher education. Understanding teachers' professional knowledge is critical to our efforts to promote quality classroom practice. While PCK offers such a lens, the construct is abstract. In this book, the authors have found an interesting and engaging way of making science teachers' PCK concrete, useable, and meaningful for researchers and teachers alike. It offers a new and exciting way of understanding the importance of PCK in shaping and improving science teaching and learning. Professor Julie Gess-Newsome Dean of the Graduate School of Education Williamette University This book contributes to establishing CoRes and PaP-eRs as immensely valuable tools to illuminate and describe PCK. The text provides concrete examples of CoRes and PaP-eRs completed in "real-life" teaching situations that make stimulating reading. The authors show practitioners and researchers alike how this approach can develop high quality science teaching. Dr Vanessa Kind Director Science Learning Centre North East School of Education Durham University
546 _aEnglish.
590 _aeBooks on EBSCOhost
_bEBSCO eBook Subscription Academic Collection - Worldwide
650 0 _aScience teachers
_xTraining of.
_9136701
650 0 _aScience
_xStudy and teaching.
_986006
650 6 _aProfesseurs de sciences
_xFormation.
_9887952
650 6 _aSciences
_xÉtude et enseignement.
650 7 _aSCIENCE
_xStudy & Teaching.
_2bisacsh
_9870459
650 7 _aEducation.
_2eclas
650 7 _aSciences sociales.
_2eclas
_962359
650 7 _aSciences humaines.
_2eclas
_9864922
650 7 _aScience
_xStudy and teaching.
_2fast
_0(OCoLC)fst01108387
_986006
650 7 _aScience teachers
_xTraining of.
_2fast
_0(OCoLC)fst01108795
_9136701
653 4 _aEducation.
655 4 _aElectronic books.
700 1 _aBerry, Amanda
_q(Amanda Kaye)
_9887953
700 1 _aMulhall, Pamela.
_9887954
776 0 8 _iPrint version:
_aLoughran, John
_b2nd ed.
_tUnderstanding and developing science teachers' pedagogical content knowledge.
_dRotterdam : Sense Publishers, ©2012
_z9460917887
_z9789460917882
_w(OCoLC)797935205
830 0 _aProfessional learning (Sense Publishers) ;
_vv. 12.
_9887955
856 4 0 _uhttps://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=478123
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