東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Repositioning pedagogical content kn...

Hume, Anne.

FindBook

Google Book

Amazon

博客來

Repositioning pedagogical content knowledge in teachers' knowledge for teaching science

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Repositioning pedagogical content knowledge in teachers' knowledge for teaching science/ edited by Anne Hume, Rebecca Cooper, Andreas Borowski.
其他作者:	Hume, Anne.
出版者:	Singapore :Springer Singapore : : 2019.,
面頁冊數:	xxi, 329 p. :ill., digital ;24 cm.
內容註:	Part I Introduction to the refined consensus model of pedagogical content knowledge in Science education -- 1 Towards a consensus model: Literature review of how science teachers' pedagogical content knowledge is investigated in empirical studies -- 2 The refined consensus model of PCK in Science education -- 3 Vignettes illustrating practitioners' and researchers' applications of the refined consensus model of pedagogical content knowledge -- Part II Reimagining the existing -- 4 Reconciliation between the refined consensus model of PCK and extant PCK models for advancing PCK research in Science -- 5 Exposing pathways for developing teacher pedagogical content knowledge at the topic level in Science -- 6 The development of Science teachers' professional competence -- 7 Illustrating and developing Science teachers' pedagogical content knowledge through learning study -- 8 The PCK map approach to capturing the complexity of enacted PCK (ePCK) and pedagogical reasoning in Science teaching -- Part III New approaches to PCK research in Science -- 9 Unraveling student teachers' pPCK development in Science and the influence of psychological factors using authentic data sources -- 10 Investigating practising Science teachers' pPCK and ePCK development as a result of collaborative CoRe design -- 11 A grand rubric for measuring Science teachers' pedagogical content knowledge -- 12 Unpacking the complexity of Science teachers' PCK in action: Enacted and personal PCK -- Section IV So what and what next? -- 13 Perspectives on the future of PCK research in Science and other domains -- 14 Developing research on PCK as a community.
Contained By:	Springer eBooks
標題:	Pedagogical content knowledge. -
電子資源:	https://doi.org/10.1007/978-981-13-5898-2
ISBN:	9789811358982

Repositioning pedagogical content knowledge in teachers' knowledge for teaching science
Repositioning pedagogical content knowledge in teachers' knowledge for teaching science[electronic resource] /edited by Anne Hume, Rebecca Cooper, Andreas Borowski. - Singapore :Springer Singapore :2019. - xxi, 329 p. :ill., digital ;24 cm.

Part I Introduction to the refined consensus model of pedagogical content knowledge in Science education -- 1 Towards a consensus model: Literature review of how science teachers' pedagogical content knowledge is investigated in empirical studies -- 2 The refined consensus model of PCK in Science education -- 3 Vignettes illustrating practitioners' and researchers' applications of the refined consensus model of pedagogical content knowledge -- Part II Reimagining the existing -- 4 Reconciliation between the refined consensus model of PCK and extant PCK models for advancing PCK research in Science -- 5 Exposing pathways for developing teacher pedagogical content knowledge at the topic level in Science -- 6 The development of Science teachers' professional competence -- 7 Illustrating and developing Science teachers' pedagogical content knowledge through learning study -- 8 The PCK map approach to capturing the complexity of enacted PCK (ePCK) and pedagogical reasoning in Science teaching -- Part III New approaches to PCK research in Science -- 9 Unraveling student teachers' pPCK development in Science and the influence of psychological factors using authentic data sources -- 10 Investigating practising Science teachers' pPCK and ePCK development as a result of collaborative CoRe design -- 11 A grand rubric for measuring Science teachers' pedagogical content knowledge -- 12 Unpacking the complexity of Science teachers' PCK in action: Enacted and personal PCK -- Section IV So what and what next? -- 13 Perspectives on the future of PCK research in Science and other domains -- 14 Developing research on PCK as a community.

This book enhances readers' understanding of science teachers' professional knowledge, and illustrates how the Pedagogical Content Knowledge research agenda can make a difference in teachers' practices and how students learn science. Importantly, it offers an updated international perspective on the evolving nature of Pedagogical Content Knowledge and how it is shaping research and teacher education agendas for science teaching. The first few chapters background and introduce a new model known as the Refined Consensus Model (RCM) of Pedagogical Content Knowledge (PCK) in science education, and clarify and demonstrate its use in research and teacher education and practice. Subsequent chapters show how this new consensus model of PCK in science education is strongly connected with empirical data of varying nature, contains a tailored language to describe the nature of PCK in science education, and can be used as a framework for illuminating past studies and informing the design of future PCK studies in science education. By presenting and discussing the RCM of PCK within a variety of science education contexts, the book makes the model significantly more applicable to teachers' work.

ISBN: 9789811358982

Standard No.: 10.1007/978-981-13-5898-2doiSubjects--Topical Terms:

2114976
Pedagogical content knowledge.

LC Class. No.: Q181 / .R47 2019

Dewey Class. No.: 507.1

Repositioning pedagogical content knowledge in teachers' knowledge for teaching science
LDR:03867nmm a2200325 a 4500 001 2179411
003 DE-He213
005 20190805100852.0
006 m d
007 cr nn 008maaau
008 191122s2019 si s 0 eng d
020 $a 9789811358982 $q (electronic bk.)
020 $a 9789811358975 $q (paper)
024 7 $a 10.1007/978-981-13-5898-2 $2 doi
035 $a 978-981-13-5898-2
040 $a GP $c GP
041 0 $a eng
050 4 $a Q181 $b .R47 2019
072 7 $a JNMT $2 bicssc
072 7 $a EDU046000 $2 bisacsh
072 7 $a JNMT $2 thema
082 0 4 $a 507.1 $2 23
090 $a Q181 $b .R425 2019
245 0 0 $a Repositioning pedagogical content knowledge in teachers' knowledge for teaching science $h [electronic resource] / $c edited by Anne Hume, Rebecca Cooper, Andreas Borowski.
260 $a Singapore : $b Springer Singapore : $b Imprint: Springer, $c 2019.
300 $a xxi, 329 p. : $b ill., digital ; $c 24 cm.
505 0 $a Part I Introduction to the refined consensus model of pedagogical content knowledge in Science education -- 1 Towards a consensus model: Literature review of how science teachers' pedagogical content knowledge is investigated in empirical studies -- 2 The refined consensus model of PCK in Science education -- 3 Vignettes illustrating practitioners' and researchers' applications of the refined consensus model of pedagogical content knowledge -- Part II Reimagining the existing -- 4 Reconciliation between the refined consensus model of PCK and extant PCK models for advancing PCK research in Science -- 5 Exposing pathways for developing teacher pedagogical content knowledge at the topic level in Science -- 6 The development of Science teachers' professional competence -- 7 Illustrating and developing Science teachers' pedagogical content knowledge through learning study -- 8 The PCK map approach to capturing the complexity of enacted PCK (ePCK) and pedagogical reasoning in Science teaching -- Part III New approaches to PCK research in Science -- 9 Unraveling student teachers' pPCK development in Science and the influence of psychological factors using authentic data sources -- 10 Investigating practising Science teachers' pPCK and ePCK development as a result of collaborative CoRe design -- 11 A grand rubric for measuring Science teachers' pedagogical content knowledge -- 12 Unpacking the complexity of Science teachers' PCK in action: Enacted and personal PCK -- Section IV So what and what next? -- 13 Perspectives on the future of PCK research in Science and other domains -- 14 Developing research on PCK as a community.
520 $a This book enhances readers' understanding of science teachers' professional knowledge, and illustrates how the Pedagogical Content Knowledge research agenda can make a difference in teachers' practices and how students learn science. Importantly, it offers an updated international perspective on the evolving nature of Pedagogical Content Knowledge and how it is shaping research and teacher education agendas for science teaching. The first few chapters background and introduce a new model known as the Refined Consensus Model (RCM) of Pedagogical Content Knowledge (PCK) in science education, and clarify and demonstrate its use in research and teacher education and practice. Subsequent chapters show how this new consensus model of PCK in science education is strongly connected with empirical data of varying nature, contains a tailored language to describe the nature of PCK in science education, and can be used as a framework for illuminating past studies and informing the design of future PCK studies in science education. By presenting and discussing the RCM of PCK within a variety of science education contexts, the book makes the model significantly more applicable to teachers' work.
650 0 $a Pedagogical content knowledge. $3 2114976
650 0 $a Science $x Study and teaching. $3 523759
650 0 $a Science teachers $x Training of. $3 523655
650 1 4 $a Teaching and Teacher Education. $3 1001835
650 2 4 $a Research Methods in Education. $3 3219447
650 2 4 $a Science Education. $3 895256
650 2 4 $a Professional & Vocational Education. $3 897040
700 1 $a Hume, Anne. $3 3384542
700 1 $a Cooper, Rebecca. $3 3384543
700 1 $a Borowski, Andreas. $3 3384544
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer eBooks
856 4 0 $u https://doi.org/10.1007/978-981-13-5898-2
950 $a Education (Springer-41171)