Asia-Pacific Forum on Science Learning and Teaching, Volume 4, Issue 2, Article 2 (Dec., 2003) Pamela MULHALL, Amanda BERRY and John LOUGHRAN Frameworks for representing science teachers' pedagogical content knowledge Contents Next

Frameworks for representing science teachers' pedagogical content knowledge

Pamela MULHALL, Amanda BERRY and John LOUGHRAN

Faculty of Education
Monash University
Victoria 3800
AUSTRALIA

E-mail: Pam.Mulhall@Education.monash.edu.au

Received 28 Oct., 2003
Revised 11 Nov., 2003

Contents

• Abstract
• Introduction
• Background
• Our frameworks for representing teachers' PCK
• Our representations of science teachers' topic specific PCK
• Conclusion
• References
• Appendix A
• Appendix B

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Abstract

Over the past five years we have been involved in a research project that has attempted to recognise and then represent the pedagogical content knowledge (PCK) of successful Australian science teachers. The aim has been to capture, document and share teachers' PCK about specific science topics in ways that may be accessible to teachers and researchers involved in science education. In this paper, we illustrate the two integrated ways we have represented science teachers' topic specific PCK and discuss the theoretical framework that has informed our choice of representation.

 

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