Developing science teachers' pedagogical content knowledge

• Published in: Journal of research in science teaching Vol. 35; no. 6; pp. 673 - 695
• Main Authors: van Driel, Jan H., Verloop, Nico, de Vos, Wobbe
• Format: Journal Article
• Language: English
• Published: New York Wiley Subscription Services, Inc., A Wiley Company 01.08.1998
• Subjects: Elementary Secondary Education; Knowledge Base for Teaching; Pedagogical Content Knowledge; Professional Development; Science Education; Science Teachers; Teaching Experience
• ISSN: 0022-4308; 1098-2736
• DOI: 10.1002/(SICI)1098-2736(199808)35:6<673::AID-TEA5>3.0.CO;2-J

This article discusses the concept of pedagogical content knowledge (PCK) within the context of science teaching. First, an attempt is made to define this concept within the tradition of research on teachers' craft knowledge and to identify possible purposes of research on PCK. From this point of view, recent research on science teaching is investigated. This investigation identifies teaching experience as the major source of PCK, whereas adequate subject‐matter knowledge appears to be a prerequisite. Finally, an empirical study is presented which focuses on PCK with respect to a specific topic—that is, chemical equilibrium. The effects on teachers' PCK of participation in an in‐service workshop and conducting an experimental course in classroom practice are reported. This leads to the identification of elements of PCK teachers can use to promote student understanding. It is concluded that research on topic‐related PCK may complement research on student learning of specific topics. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 673–695, 1998.