Is pedagogical content knowledge (PCK) necessary for reformed science teaching? : Evidence from an empirical study

• Published in: Research in science education (Australasian Science Education Research Association) Vol. 41; no. 2; pp. 245 - 260
• Main Authors: Park, Soonhye, Jang, Jeong-Yoon, Chen, Ying-Chih, Jung, Jinhong
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.03.2011; Springer
• Subjects: Botany; Comparative analysis; Constructivism (Learning); Correlation; Education; Educational Change; Heredity; High Schools; Hypothesis Testing; Knowledge Base for Teaching; Pedagogical Content Knowledge; Science Education; Science Instruction; Science Teachers; Science teaching; Scores; Secondary education; Secondary School Science; Secondary school teachers; Teacher education; United States; Pedagogical content knowledge; Knowledge of student understanding; Knowledge of instructional strategies and representations; Reform-based science education

This study tested a hypothesis that focused on whether or not teachers' pedagogical content knowledge (PCK) is a necessary body of knowledge for reformed science teaching. This study utilised a quantitative research method to investigate the correlation between a teacher's PCK level as mea...