LEADER 04362nam 22006854a 450 001 9910454665003321 005 20200520144314.0 010 $a1-280-20765-5 010 $a9786610207657 010 $a0-306-47217-1 024 7 $a10.1007/0-306-47217-1 035 $a(CKB)111056486603350 035 $a(EBL)3035401 035 $a(SSID)ssj0000151651 035 $a(PQKBManifestationID)11181983 035 $a(PQKBTitleCode)TC0000151651 035 $a(PQKBWorkID)10318324 035 $a(PQKB)11502031 035 $a(DE-He213)978-0-306-47217-6 035 $a(MiAaPQ)EBC3035401 035 $a(MiAaPQ)EBC196741 035 $a(Au-PeEL)EBL3035401 035 $a(CaPaEBR)ebr10047035 035 $a(CaONFJC)MIL20765 035 $a(OCoLC)923695658 035 $a(Au-PeEL)EBL196741 035 $a(OCoLC)559668649 035 $a(EXLCZ)99111056486603350 100 $a19990720d1999 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aExamining pedagogical content knowledge$b[electronic resource] $ethe construct and its implications for science education /$fedited by Julie Gess-Newsome and Norman G. Lederman 205 $a1st ed. 1999. 210 $aDordrecht ;$aBoston $cKluwer Academic$d1999 215 $a1 online resource (321 p.) 225 1 $aScience & technology education library ;$vv. 6 300 $a"Published in cooperation with the Association for the Education of Teachers in Science." 311 $a0-7923-5903-8 320 $aIncludes bibliographical references and indexes. 327 $aPedagogical Content Knowledge: An Introduction and Orientation -- The Literature -- The Complex Nature and Sources of Teachers? Pedagogical Knowledge -- Secondary Teachers? Knowledge and Beliefs about Subject Matter and their Impact on Instruction -- Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching -- Domains of Teacher Knowledge -- Emerging Lines of Research in Science Teacher Education -- Assessment and Measurement of Pedagogical Content Knowledge -- Changing Our Teaching: The Role of Pedagogical Content Knowledge in Elementary Science -- Reconceptualizing Secondary Science Teacher Education -- Pedagogical Content Knowledge and Co-Participation in Science Classrooms -- Impacts of PCK on the Development of Science Teacher Education Programs -- Constructing a Framework for Elementary Science Teaching Using Pedagogical Content Knowledge -- Incorporating Subject Matter Specific Teaching Strategies into Secondary Science Teacher Preparation -- The Triad Approach: A Consensus for Science Teaching and Learning. 330 $aSince its emergence over two decades ago, the construct of pedagogical content knowledge (PCK) has significantly impacted preservice and inservice teacher education, educational policy, and educational research. PCK has served to re-focus educators' attention on the important role of subject matter in educational practice and away from the more generic approach to teacher education that dominated the field prior to 1975. This ambitious text is the first of its kind to summarize the theory, research, and practice related to pedagogical content knowledge. The audience is provided with a functional understanding of the basic tenets of the construct as well as its applications to research on science teacher education and the development of science teacher education programs. The authors are prominent educators representing a variety of subject matter areas and K-12 grade levels. Although the focus of the text is science education, it should provide valuable reading for any individuals with interests in professional teacher education. 410 0$aScience & technology education library ;$vv. 6. 606 $aScience$xStudy and teaching$zUnited States 606 $aScience teachers$xTraining of$zUnited States 608 $aElectronic books. 615 0$aScience$xStudy and teaching 615 0$aScience teachers$xTraining of 676 $a507/.1/073 701 $aGess-Newsome$b Julie$01046097 701 $aLederman$b Norman G$01046098 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910454665003321 996 $aExamining pedagogical content knowledge$92472794 997 $aUNINA