Resolving the amalgam: connecting pedagogical content knowledge, content knowledge and pedagogical knowledge

References

• Abell, S. K. (2008). Twenty years later: Does pedagogical content knowledge remain a useful idea? International Journal of Science Education, 30(10), 1405–1416.
   Web of Science ®Google Scholar
• Alonzo, A. C., Kobarg, M., & Seidel, T. (2012). Pedagogical content knowledge as reflected in teacher–student interactions: Analysis of two video cases. Journal of Research in Science Teaching, 49(10), 1211–1239.
   Web of Science ®Google Scholar
• Ball, D. L., & McDiarmid, G. (1990). The subject matter preparation of teachers. In W. Houston, M. Haberman, & J. Sikula (Eds.), Handbook of research on teacher education (pp. 437–449). New York, NY: MacMillan.
   Google Scholar
• Banks, F., Leach, J., & Moon, B. (2005). Extract from ‘New understandings of teachers’ pedagogic knowledge’‌. Curriculum Journal, 16(3), 331–340.
   Google Scholar
• Berry, A., Friedrichsen, P. J., & Loughran, J. (2015). Re-examining pedagogical content knowledge in science education. New York, NY: Routledge.
   Google Scholar
• Berry, A., Nilsson, P., van Driel, J. H., & Carlson, J. (2017). Analysing science teachers’ pedagogical content knowledge: A report on the second PCK summit. Paper presented at the European Science Education Research Association conference, 2017, Dublin.
   Google Scholar
• Carlson, J., & Daehler, K. (2019). The refined consensus model of pedagogical content knowledge in science education. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science (pp. 77–92). Singapore: Springer Singapore.
   Google Scholar
• Cauet, E., Liepertz, S., Borowski, A., & Fischer, H. E. (2015). Does it matter what we measure? Domain-specific professional knowledge of physics teachers. Schweizerische Zeitschrift für Bildungswissenschaften, 37(3), 463–480.
   Google Scholar
• Chalmers, A. F. (1982). What is this thing called science? (2nd ed.). Maidenhead: Open University Press.
   Google Scholar
• Chan, K. K. H., & Hume, A. (2019). Towards a consensus model: Literature review of how science teachers’ pedagogical content knowledge is investigated. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning PCK in Teachers' Professional Knowledge for Teaching Science (pp. 3–76). Singapore: Springer.
   Google Scholar
• Chan, K. K. H., Rollnick, M., & Gess-Newsome, J. (2019). A grand rubric for differentiating the quality of science teachers’ pedagogical content knowledge. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning PCK in Teachers' Professional Knowledge for Teaching Science (pp. 251–269). Singapore: Springer.
   Google Scholar
• Chan, K. K. H., & Yung, B. H. W. (2015). On-site pedagogical content knowledge development. International Journal of Science Education, 37(8), 1246–1278.
   Web of Science ®Google Scholar
• Chan, K. K. H., & Yung, B. H. W. (2018). Developing pedagogical content knowledge for teaching a new topic: More than teaching experience and subject matter knowledge. Research in Science Education, 48(2), 233–265.
   Web of Science ®Google Scholar
• Cochran, K. F., Deruiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263–272.
   Web of Science ®Google Scholar
• Coe, R., Aloisi, C., Higgins, S. E., & Major, L. E. (2014). What makes great teaching? Review of the under-pinning research. Retrieved from http://www.suttontrust.com/wp-content/uploads/2014/10/What-Makes-Great-Teaching-REPORT.pdf
   Google Scholar
• Department for Education. (2015). Statutory guidance science in the national curriculum programmes of study. Retrieved from https://dera.ioe.ac.uk/22953/1/National%20curriculum%20in%20England%20science%20programmes%20of%20study%20-%20GOV_UK.pdf.
   Google Scholar
• Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK Summit. In A. Berry, P. J. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 28–42). New York, NY: Routledge.
   Google Scholar
• Gess-Newsome, J., & Carlson, J. (2013). A report on the PCK summit: Current and future research directions. In Symposium at the annual meeting of the National Association for Research in Science Teaching (NARST). Puerto Rico.
   Google Scholar
• Gess-Newsome, J., Taylor, J. A., Carlson, J., Gardner, A. L., Wilson, C. D., & Stuhlsatz, M. A. M. (2017). Teacher pedagogical content knowledge, practice, and student achievement. International Journal of Science Education, 41(7), 16–36.
   Web of Science ®Google Scholar
• Guerriero, S. (2017). Teachers’ pedagogical knowledge and the teaching profession: Background report and project objectives. doi: 10.1787/9789264270695-6-en
   Google Scholar
• Kind, V. (2009a). A conflict in your head: An exploration of trainee science teachers’ subject matter knowledge development and its impact on teacher self-confidence. International Journal of Science Education, 31(11), 1529–1562.
   Web of Science ®Google Scholar
• Kind, V. (2009b). Pedagogical content knowledge in science education: Perspectives and potential for progress. Studies in Science Education, 45(2), 169–204.
   Web of Science ®Google Scholar
• Kind, V. (2016). Preservice science teachers’ science teaching orientations and beliefs about science. Science Education, 100(1), 122–152.
   Web of Science ®Google Scholar
• Kind, V. (2017). Development of evidence-based, student-learning-oriented rubrics for pre-service science teachers’ pedagogical content knowledge. International Journal of Science Education, 41(7), 37–70.
   Google Scholar
• Kind, V., & Kind, P. M. (2011). Beginning to teach chemistry: How personal and academic characteristics of pre-service science teachers compare with their understandings of basic chemical ideas. International Journal of Science Education, 33(15), 2123–2158.
   Web of Science ®Google Scholar
• Kirschner, S., Borowski, A., Fischer, H. E., Gess-Newsome, J., & Aufschnaiter, C. V. (2016). Developing and evaluating a paper-and-pencil test to assess components of physics teachers’ pedagogical content knowledge. International Journal of Science Education, 38, 1343–1372.
   Web of Science ®Google Scholar
• Liepertz, S., & Borowski, A. (2018). Testing the consensus model: Relationships among physics teachers’ professional knowledge, interconnectedness of content structure and student achievement. International Journal of Science Education. 41(7), 71–92
   Google Scholar
• Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95–132). Dordrecht: Kluwer Academic.
   Google Scholar
• Mavhunga, E., & Rollnick, M. (2013). Improving PCK of chemical equilibrium in pre-service teachers. African Journal of Research in Mathematics, Science and Technology Education, 17(1–2), 113–125.
   Google Scholar
• Neumann, K., Kind, V., & Harms, U. (2018). Probing the amalgam: The relationship between science teachers’ content, pedagogical and pedagogical content knowledge. International Journal of Science Education, 41(7), 1–15.
   Google Scholar
• Park, S., & Chen, Y.-C. (2012). Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms. Journal of Research in Science Teaching, 49(7), 922–941.
   Web of Science ®Google Scholar
• Pitjeng-Mosabala, P., & Rollnick, M. (2017). Exploring the development of novice unqualified graduate teachers’ topic-specific PCK in teaching the particulate nature of matter in South Africa’s classrooms. International Journal of Science Education, 40, 742–770.
   Web of Science ®Google Scholar
• Sadler, P. M., Sonnert, G., Coyle, H. P., Cook-Smith, N., & Miller, J. L. (2013). The influence of teachers’ knowledge on student learning in middle school physical science classrooms. American Educational Research Journal, 50(5), 1020–1049.
   Web of Science ®Google Scholar
• Schwab, J. J. (1964). Structure of the disciplines: Meanings and significances. In G. W. Ford & L. Pugno (Eds.), The structure of knowledge and the curriculum (pp. 1–31). New York, NY: Rand McNally.
   Google Scholar
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
   Google Scholar
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
   Web of Science ®Google Scholar
• Smith, S. P., & Banilower, E. R. (2015). Assessing PCK: A new application of the uncertainty principle. In A. Berry, P. J. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 88–103). New York, NY: Routledge.
   Google Scholar
• Sonmark, K., Revai, N., Gottschalk, F., Deligiannidi, K., & Burns, T. (2017). Understanding teachers’ pedagogical knowledge: Report on an international pilot study (OECD Education Working Papers No. 159). Paris: OECD Publishing. doi: 10.1787/43332ebd-en
   Google Scholar
• Sorge, S., Kröger, J., Petersen, S., & Neumann, K. (2017). Structure and development of pre-service physics teachers’ professional knowledge. International Journal of Science Education, 41(7), 93–121.
   Google Scholar
• Tepner, O., Borowski, A., Dollny, S., Fischer, H. E., Jüttner, M., Kirschner, S., & Wirth, J. (2012). Modell zur Entwicklung von Testitems zur Erfassung des Professionswissens von Lehrkräften in den Naturwissenschaften [Item development model for assessing professional knowledge of science teachers]. Zeitschrift für Didaktik der Naturwissenschaften, 18, 7–28.
   Google Scholar
• van Driel, J. H., Berry, A., & Meirink, J. A. (2014). Research on science teacher knowledge. In N. G. Lederman, & S. K. Abell (Eds.), Handbook of research on science education ( Vol. 2, pp. 848–870). New York, NY: Routledge.
   Google Scholar
• Veal, W. R., & MaKinster, J. (1999). Pedagogical content knowledge taxonomies. Electronic Journal of Science Education, 3(4). Retrieved from http://unr.edu/homepage/crowther/ejse/vealmak.html
   Google Scholar