Development of syntactic subject matter knowledge and pedagogical content knowledge for science by a generalist elementary teacher

Teachers and Teaching: Theory and Practice

Volumn 18, Issue 3, 2012, Pages 315-330

  Anderson, Dayle ^a   Clark, Megan ^a  

^a VICTORIA UNIVERSITY OF WELLINGTON   (New Zealand)

Author keywords

elementary school science; knowledge base for teaching; nature of science; pedagogical content knowledge; scientific literacy

Indexed keywords

EID: 84862096654     PISSN: 13540602     EISSN: None     Source Type: Journal    
DOI: 10.1080/13540602.2012.629838     Document Type: Article

References (38)

1. Abd-El-Khalick, F., & Lederman, N.G. (2000). Improving science teachers' conceptions of the nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665-701.
2. Abell, S.K. (2007). Research on science teacher knowledge. In S.K. Abell & N.G. Lederman (Eds.), Handbook of research on science education (pp. 1105-1149). Mahwah, NJ: Lawrence Erlbaum.
3. 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: Association for Science Teachers and Laurence Erlbaum.
4. Appleton, K. (2007). Elementary science teaching. In S.K. Abell & N.G. Lederman (Eds.), Handbook of research on science education (pp. 493-595). Mahwah, NJ: Lawrence Erlbaum.
5. Ball, D.L., Thames, M.H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.
6. 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.
7. de Jong, O., & van Driel, J. (2004). Exploring the development of student teachers' PCK of the multiple meanings of chemistry topics. International Journal of Science and Mathematics Education, 2(4), 477-491.
8. Education Review Office. (2002). Science now: Science education for students in Years 1 to 8. Wellington: Education Review Office.
9. Education Review Office. (2004). The quality of teaching in Years 4 and 8: Science. Retrieved from http://www.ero.govt.nz/ERO/Publishing.nsf/Print/ The%20Quality%20of% 20Teaching%20in%20Years%204%20and%208:%20Science
10. Education Review Office. (2010). Science in Years 5 to 8: Capable and competent teaching. Retrieved from http://www.ero.govt.nz/National-Reports/ Science-in-Years-5-to-8-Capable-and-Competent-Teaching-May-2010/Overview
11. Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation. In J. Gess-Newsome & N.G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 3-16). Dordrecht: Kluwer Academic.
12. Goldsworthy, A., Watson, R., & Wood-Robinson, V. (1998). Sometimes it's not fair. Primary Science Review, 53, 15-17.
13. Grossman, P.L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York, NY: Teachers College Press.
14. Halim, L., & Meerah, S.M. (2002). Science trainee teachers' pedagogical content knowledge and its influence on physics teaching. Research in Science and Technological Education, 2(2), 215-225.
15. Harlen, W. (1999). Effective teaching of science: A review of research. Edinburgh: Scottish Council for Research in Education.
16. Hashweh, M.Z. (2005). Teacher pedagogical constructions: a reconfiguration of pedagogical content knowledge. Teachers and teaching: Theory and practice, 11(3), 273-292.
17. Heap, R. (2006). Myth busting and tenet building: Primary and early childhood teachers' understanding of the nature of science (Unpublished MEd thesis). University of Auckland, Auckland.
18. Hodson, D. (2009). Teaching and learning about science. Language, theories, methods, history, traditions and values. Rotterdam: Sense.
19. Kind, V. (2009). Pedagogical content knowledge in science education: Perspectives and potential for progress. Studies in Science Education, 45(2), 169-204.
20. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
21. 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.
22. Lewthwaite, B. (2000). Implementing science in the New Zealand curriculum: How teachers see the problems. In G. Haisman (Ed.), Exploring issues in science education: Papers from a research seminar on science education in primary schools (pp. 11-22). Wellington: Ministry of Education.
23. 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.
24. McGee,C., Jones, A., Cowie, B., Hill, M., Miller, T., Harlow, A., Mackenzie, K. (2003). Curriculum stocktake: National school sampling study. Teachers' experiences in curriculum implementation: English, languages, science and social studies. Retrieved from http://www.educationcounts.govt.nz/ publications/curriculum/5827
25. Ministry of Education. (1993). Science in the New Zealand curriculum. Wellington: Learning Media.
26. Ministry of Education. (2007). The New Zealand curriculum. Retrieved from http://nzcurric-ulum.tki.org.nz/Curriculum-documents/The-New-Zealand- Curriculum/Learning-areas/Sci-ence/Science-curriculum-achievement-aims-and- objectives
27. Osborne, J., & Simon, S. (1996). Primary science: Past and future directions. Studies in Science Education, 27(1), 99-147.
28. Poskitt, J., & Taylor, K. (2008). National education findings of Assess to Learn (AtoL) report. Retrieved from http://www.educationcounts.govt. nz/publications/schooling/27968/27984
29. Schwab, J.J. (1964). The structure of the disciplines: Meaning and significance. In G.W. Ford & L. Pugno (Eds.), The structure of knowledge and the curriculum (pp. 31-49). Chicago, IL: Rand McNally.
30. Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
31. Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
32. 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. 163-197). Dordrecht: Kluwer Academic.
33. Starkey, L. (2010). Teachers' pedagogical reasoning and action in the digital age. Teachers and Teaching: Theory and practice, 16(2), 233-244.
34. Summers, M., Kruger, C., Mant, J., & Childs, A. (1998). Developing primary teachers' understandings of energy efficiency. Educational Researcher, 40(3), 311-327.
35. Tiplady, G.M. (2004). Pedagogical content knowing in primary science teaching (Unpublished MEd thesis). Auckland College of Education, Auckland.
36. Traianou, A. (2006). Teachers' adequacy of subject knowledge in primary science: Assessing constructivist approaches from a sociocultural perspective. International Journal of Science Education, 28(8), 827-842.
37. Treagust, D.F. (2007). General instructional methods and strategies. In S.K. Abell & N.G. Lederman (Eds.), Handbook of research on science education (pp. 373-391). Mahweh, NJ: Lawrence Erlbaum.
38. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.