NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ857400
Record Type: Journal
Publication Date: 2009-Sep
Pages: 14
Abstractor: As Provided
Reference Count: 44
ISSN: ISSN-1047-6210
Enhancing Pedagogical Content Knowledge in Elementary Science
Goodnough, Karen; Hung, Woei
Teaching Education, v20 n3 p229-242 Sep 2009
In this study, five elementary teachers and a university researcher developed and implemented problem-based learning (PBL) experiences in the context of science teaching and learning. Collaborative inquiry was adopted as a methodology, while a variety of qualitative methods were used to examine the engagement and development of teachers' pedagogical content knowledge (PCK). A PCK model is used as a framework to examine teachers' professional knowledge growth in areas such as orientations to teaching science, knowledge of science curriculum, knowledge of students' understanding of science, knowledge of assessment, and knowledge of instructional strategies. Implications for how teachers may be supported when adopting instructional innovations are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A