ERIC Number: ED390715
Record Type: RIE
Publication Date: 1994-Mar
Teaching Complex Subject Matter in Science: Insights from an Analysis of Pedagogical Content Knowledge.
Magnusson, Shirley; And Others
This paper describes the analysis of teacher pedagogical content knowledge for the topics of heat, energy, and temperature. The results of the study of these (n=6) 7th and 8th grade teachers indicate that teachers may be weak in this type of knowledge despite their experience and pedagogical expertise. Specific information is provided about existing and desired pedagogical content knowledge for this topic area, thereby identifying knowledge that can help teachers be more effective at facilitating the development of scientific knowledge, and alerting teacher educators to possible areas of weakness. In addition, the conceptual schemes that were used to identify teacher pedagogical content knowledge provides information that can be useful for conceptually framing analyses of this type of knowledge for other areas which is of immediate advantage to researchers, and of eventual benefit to teachers and teacher educators as this type of knowledge is catalogued and shared. Teacher reports of their instruction indicate that the knowledge evident in their interview was not necessarily employed in their teaching. This discrepancy indicates that the complexity of how teacher knowledge translates into instructional actions and points to the need for investigation of teacher knowledge and decision-making in all phases of teaching. (Author/MKR)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Anaheim, CA, March, 1994).