1,036
Views
4
CrossRef citations to date
0
Altmetric
Articles

Elementary Teachers’ Pedagogical Content Knowledge for Teaching Structure and Properties of Matter

, ORCID Icon &

References

  • Appleton, K. (2003). How do beginning primary school teachers cope with science? Toward an understanding of science teaching practice. Research in Science Education, 33(1), 1–25. doi:10.1023/A:1023666618800
  • Berry, A., Friedrichsen, P., & Loughran, J. (Eds.). (2015). Re-examining pedagogical content knowledge in science education. New York, NY: Routledge.
  • Bertram, A., & Loughran, J. (2012). Science teachers’ views on CoRes and PaP-eRs as a framework for articulating and developing pedagogical content knowledge. Research in Science Education, 42(6), 1027–1047. doi:10.1007/s11165-011-9227-4
  • Blazar, D. (2015). Grade assignments and the teacher pipeline: A low-cost lever to improve student achievement? Educational Researcher, 44(4), 213–227. doi:10.3102/0013189X15580944
  • Bowdon, J., & Boruch, R. (2014). Teacher churn in Missouri’s five biggest cities, 2005-2014: A briefing, 2005–2014. Retrieved from https://repository.upenn.edu/gse_pubs/264/
  • Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. Westport, CT: Heinemann.
  • Clermont, C. P., Borko, H., & Krajcik, J. S. (1994). Comparative study of the pedagogical content knowledge of experienced and novice chemical demonstrators. Journal of Research in Science Teaching, 31(4), 419–441. doi:10.1002/(ISSN)1098-2736
  • Creswell, J. W.,& Plano Clark, V. L. (2011). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
  • De Jong, O., Van Driel, J. H., & Verloop, N. (2005). Preservice teachers’ pedagogical content knowledge of using particle models in teaching chemistry. Journal of Research in Science Teaching, 42(8), 947–964. doi:10.1002/tea.20078
  • Gess-Newsome, J. (2001). Pedagogical content knowledge: An introduction and orientation. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 3–20). Dordrecht, The Netherlands: Kluwer Academic.
  • 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, J. Loughran, & P. J. Friedrichsen (Eds.), Re-examining pedagogical content knowledge in science education (pp. 28–42). London: Routledge.
  • 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. Advance online publication. doi:10.1080/09500693.2016.1265158
  • Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York, NY: Teachers College Press.
  • Hume, A., & Berry, A. (2011). Constructing CoRes—A strategy for building PCK in pre-service science teacher education. Research in Science Education, 41(3), 341–355. doi:10.1007/s11165-010-9168-3
  • Johnson, P. (1998). Progression in children’s understanding of a “basic” particle theory: A longitudinal study. International Journal of Science Education, 20, 393–412. doi:10.1080/0950069980200402
  • Justi, R., & Gilbert, J. (2002). Models and modeling in chemical education. In J. K. Gilbert, O. De Jong, R. Justi, D. F. Treagust, & J. H. Van Driel (Eds.), Chemical education: Towards research-based practice (pp. 47–68). Boston: Kluwer Academic.
  • Kokkotas, P., Vlachos, I., & Koulaidis, V. (1998). Teaching the topic of the particulate nature of matter in prospective teachers’ training courses. International Journal of Science Education, 20(3), 291–303. doi:10.1080/0950069980200303
  • Lee, E., Brown, M. N., Luft, J. A., & Roehrig, G. H. (2007). Assessing beginning secondary science teachers’ PCK: Pilot year results. School Science and Mathematics, 107(2), 52–60. doi:10.1111/j.1949-8594.2007.tb17768.x
  • Lee, K., Maeng, S., Park, Y., Lee, J.-A., & Oh, H. (2014). A case study of middle school science teachers’ topic-specific pedagogical content knowledge on the unit of stars and universe. Journal of the Korean Association of Science Education, 34(4), 393–406. doi:10.14697/jkase.2014.34.4.0393
  • Liu, X., & Lesniak, K. M. (2005). Students’ progression of understanding the matter concept from elementary to high school. Science Education, 89(3), 433–450. doi:10.1002/sce.20056
  • Liu, X., & Lesniak, K. (2006). Progression in children’s understanding of the matter concept from elementary to high school. Journal of Research in Science Teaching, 43(3), 320–347. doi:10.1002/tea.20114
  • Loughran, J., Mulhall, P., & Berry, A. (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4), 370–391. doi:10.1002/tea.20007
  • 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 implication for science education (pp. 95–132). Dordrecht, The Netherlands: Kluwer Academic.
  • National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
  • NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: National Academies Press.
  • Novick, S., & Nussbaum, J. (1981). Pupils’ understanding of the particulate nature of matter: A cross-age study. Science Education, 65(2), 187–196. doi:10.1002/sce.3730650209
  • Sanders, L. R., Borko, H., & Lockard, J. D. (1993). Secondary science teachers’ knowledge base when teaching science courses in and out of their area of certification. Journal of Research in Science Teaching, 30(7), 723–736. doi:10.1002/(ISSN)1098-2736
  • Schoonenboom, J., & Johnson, R. B. (2017). How to construct a mixed methods research design. Kolner Zeitschrift Fur Soziologie Und Sozialpsychologie, 69(Suppl. 2), 107–131. doi:10.1007/s11577-017-0454-1
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. doi:10.3102/0013189X015002004
  • Smith, P. S., Plumley, C. L., Court, C., & Hill, C. (2016). A review of the research literature on teaching about the small particle model of matter to elementary students. Chapel Hill, NC: Horizon Research.
  • Taber, K. S. (2003). The atom in the chemistry curriculum: Fundamental concept, teaching model or epistemological obstacle? Foundations of Chemistry, 5(1), 43–84. doi:10.1023/A:1021995612705
  • Teddlie, C. B., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Los Angeles, CA: Sage.
  • Trygstad, P. J., Smith, P. S., Banilower, E. R., & Nelson, M. M. (2013, April). The status of elementary science education: Are we ready for the Next Generation Science Standards? Retrieved from papers3://publication/uuid/CACC043E-EF84-4971-80C6-1A77F10FD9B6
  • Tsaparlis, G., & Sevian, H. (2013). Concepts of matter in science education. Dordrecht, The Netherlands: Springer. doi:10.1007/978-94-007-5914-5
  • Valanides, N. (2000). Primary student teachers’ understanding of the particulate nature of matter and its transformations during dissolving. Chemistry Education: Research and Practice, 1(2), 249–262.
  • Valk, T. V. D., & Broekman, H. (1999). The lesson preparation method: A way of investigation pre-service teachers’ pedagogical content knowledge. European Journal of Teacher Education, 22(1), 11–22. doi:10.1080/0261976990220102
  • Windschitl, M., Thompson, J., & Braaten, M. (2008). Beyond the scientific method: Model-based inquiry as a new paradigm of preference for school science investigations. Science Education, 92(5), 941–967. doi:10.1002/sce.v92:5

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.