Enhancing pedagogical content knowledge in a collaborative school-based professional development program for inquiry-based science teaching

Asia-Pacific Forum on Science Learning and Teaching

Volumn 12, Issue 2, 2011, Pages

  Lee, Yeung Chung ^a  

^a THE EDUCATION UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84861179475     PISSN: 16094913     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (33)

1. Abell, S. K., & Roth, M. (1992). Constraints to teaching elementary science: A case study of a science enthusiast student. Science Education, 76, 581-595.
2. Appleton, K. (2006). Science pedagogical content knowledge and elementary school teachers. In K. Appleton (Ed.), Elementary science teacher education: International perspectives on contemporary issues and practice (pp. 31-54). Mahwah, NJ: Lawrence Erlbaum Associates.
3. Bell, B., & Gilbert, J. (1996). Teacher development: A model from science education. London: Falmer Press.
4. Childs, A., & McNicholl, J. (2007). Investigating the relationship between subject content knowledge and pedagogical practice through the analysis of classroom discourse. International Journal of Science Education, 29(13), 1629-1653.
5. Cochran, K. F., DeRuiter, J. A., & King, R. A. (1993). Pedagogical content knowledge: An integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263-271.
6. Crawford, B. A. (2000). Embracing the essence of inquiry: New roles for science teachers. Journal of Research in Science Teaching, 37(9), 916-937.
7. Curriculum Development Council (CDC). (2002). General studies for primary schools curriculum guide (primary 1-primary 6). Hong Kong: Curriculum Development Council.
8. Daehler, K. R., & Shinohara, M. (2001). A complete circuit is a complete circle: Exploring the potential of case materials and methods to develop teachers' content knowledge and pedagogical content knowledge of science. Research in Science Education, 31, 267-288.
9. Driver, R., Guesne, E., and Tiberghien, A. (1985). Children's ideas in science. Milton Keynes, Philadelphia: Open University Press.
10. Gess-Newsome, J. (2003). Implications of the definitions of knowledge and beliefs on research and practice in science teacher education. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Philadelphia, PA.
11. Hofstein, A., Carmeli, M., & Shore, R. (2004). The professional development of high school chemistry coordinators. Journal of Science Teacher Education, 15(1), 3-24.
12. Keys, C. W., & Bryan, L. A. (2000). Co-constructing inquiry-based science with teachers: Essential research for lasting reform. Journal of Research in Science Teaching, 38(6), 631-645.
13. Loucks-Horsley, S., Love, N., Stiles, K. E., Mundry, S., & Hewson, P. W. (2003). Designing professional development for teachers of science and mathematics (2nd ed.). Thousand Oaks, California: Corwin Press.
14. Lumpe, A. T. (2007). Research-based professional development: Teachers engaged in professional learning communities. Journal of Science Teacher Education, 18, 125-128.
15. 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 (pp. 95-132). Dordrecht: Kluwer Academic Publishers.
16. Metz, K. E. (1995). Reassessment of developmental constraints on children's science instruction. Review of Educational Research, 65(2), 93-127.
17. Newton, D. P., & Newton, L. D. (2001). Subject content knowledge and teacher talk in the primary science classroom. European Journal of Teacher Education, 24, 369-379.
18. Osborne, R. J., & Freyberg, P. (1985). Learning in science: The implications of children's science. Auckland: Heinemann.
19. Palincsar, A. S., Magnusson, S. J., Marano, N., Ford, D., & Brown, N. (1998). Designing a community of practice: Principles and practices of the GIsML community. Teaching and Teacher Education, 14(1), 5-19.
20. 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, 723-736.
21. Schaverien, L., & Cosgrove, M. (1997). Learning to teach generatively: Mentor-supported professional development and research in technology-and-science. The Journal of the Learning Sciences, 6(3), 317-346.
22. Schwab, J. J. (1962). The concept of the structure of a discipline. Educational Research, 43, 197-205.
23. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
24. Smith, D. C. (1999). Changing our teaching: The role of pedagogical content knowledge in elementary science. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 95-132). Dordrecht: Kluwer Academic Publishers.
25. So, W. M., Cheng, M. H., and Tsang, J. (1998). Problems of teaching science-related topics in Hong Kong primary schools. Journal of Basic Education, 7(2), 43-58.
26. Supovitz, J., Mayer, D. P., & Kahle, J. B. (2000). Promoting inquiry-based instructional practice: The longitudinal impact of professional development in the context of systemic reform. Educational Policy, 14(3), 331-357.
27. Supovitz, J. A., & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37(9), 963-980.
28. Ten Dam, G. T. M., & Blom, S. (2006). Learning through participation. The potential of school-based teacher education for developing a professional identity. Teaching and Teacher Education, 22(6), 647-660.
29. Tytler, R., and Peterson, S. (2004). From "try it and see" to strategic exploration: Characterizing young children's scientific reasoning. Journal of Research in Science Teaching, 41(1), 94-118.
30. Van Driel, J., Verloop, N., & De Vos, W. (1998). Developing science teachers' pedagogical content knowledge. Journal of Research in Science Teaching, 35(6), 673-695.
31. Van Driel, J., & Beijaard, D. (2003) Enhancing science teachers' pedagogical content knowledge through collegial interaction. In J. Wallace & J. Loughran (Eds.), Leadership and professional development in science education (pp.99-115). London: Routledge Falmer.
32. Wee, B., Shepardson, D., Fast, J., & Harbor, J. (2007). Teaching and learning about inquiry: Insights and challenges in professional development. Journal of Science Teacher Education, 18, 63-89.
33. Yager, R. (2005). Accomplishing the visions for professional development of teachers advocated in the national science education standards. Journal of Science Teacher Education, 16, 95-102.