Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science
暫譯: 重新定位教師科學教學知識中的教學內容知識
Hume, Anne, Cooper, Rebecca, Borowski, Andreas
- 出版商: Springer
- 出版日期: 2019-04-24
- 售價: $7,920
- 貴賓價: 9.5 折 $7,524
- 語言: 英文
- 頁數: 329
- 裝訂: Hardcover - also called cloth, retail trade, or trade
- ISBN: 9811358974
- ISBN-13: 9789811358975
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商品描述
This book enhances readers’ understanding of science teachers’ professional knowledge, and illustrates how the Pedagogical Content Knowledge research agenda can make a difference in teachers’ practices and how students learn science. Importantly, it offers an updated international perspective on the evolving nature of Pedagogical Content Knowledge and how it is shaping research and teacher education agendas for science teaching. The first few chapters background and introduce a new model known as the Refined Consensus Model (RCM) of Pedagogical Content Knowledge (PCK) in science education, and clarify and demonstrate its use in research and teacher education and practice. Subsequent chapters show how this new consensus model of PCK in science education is strongly connected with empirical data of varying nature, contains a tailored language to describe the nature of PCK in science education, and can be used as a framework for illuminating past studies and informing the design of future PCK studies in science education. By presenting and discussing the RCM of PCK within a variety of science education contexts, the book makes the model significantly more applicable to teachers’ work.
商品描述(中文翻譯)
本書增進讀者對科學教師專業知識的理解，並說明教學內容知識（Pedagogical Content Knowledge, PCK）研究議程如何能夠影響教師的實踐以及學生學習科學的方式。重要的是，它提供了關於教學內容知識不斷演變的國際視角，以及這一演變如何塑造科學教學的研究和教師教育議程。前幾章介紹了一個新的模型，稱為精煉共識模型（Refined Consensus Model, RCM），並闡明其在科學教育中的使用，展示其在研究和教師教育及實踐中的應用。隨後的章節顯示，這一新的共識模型與各種性質的實證數據有著密切的聯繫，包含了一種量身定制的語言來描述科學教育中教學內容知識的特性，並可作為照亮過去研究和指導未來科學教育中教學內容知識研究設計的框架。通過在各種科學教育背景中呈現和討論教學內容知識的精煉共識模型，本書使該模型對教師的工作變得更加適用。
作者簡介
Anne Hume was a member of the TEMS Education Research Centre at the University of Waikato, New Zealand from 2005-2016, where she led the Science Research Group, lectured on science education at the undergraduate, graduate and postgraduate levels, and supervised doctoral students. In her last year there she was Director of the TEMS Centre. Her key research interest has been in science PCK development for pre-service and in-service teachers and teacher educators, using approaches such as reflective writing, simulation of classroom practice and Content Representation (CoRe design).
Rebecca Cooper is a Senior Lecturer at the Faculty of Education, Monash University, Australia. She works predominantly with pre-service and in-service science teachers and her research interests include considering how science teachers and science teacher educators develop pedagogical knowledge and pedagogical content knowledge throughout their careers; improving the quality of science teaching to increase student engagement; and working with teachers on promoting values in their science teaching in an effort to better understand the development of scientific literacy with students.
Andreas Borowski is a Professor at the Faculty of Mathematics and Science, Potsdam University, Germany, where he is also Director of the Teacher Education and Education Research Center (ZeLB). His research interests are in the professional knowledge of pre-service and in-service physics teachers; and in investigating the connections between pedagogical knowledge, pedagogical content knowledge and content knowledge for pre-service teachers. In the context of in-service education, he studies the influence of physics teachers' professional knowledge through videotaped classroom performance assessments, together with students' learning gain and motivation.
作者簡介(中文翻譯)
安妮·休梅（Anne Hume）曾於2005年至2016年擔任紐西蘭懷卡托大學（University of Waikato）TEMS教育研究中心的成員，負責領導科學研究小組，並在本科、研究生及博士後階段教授科學教育，還指導博士生。在她的最後一年，她擔任TEMS中心的主任。她的主要研究興趣在於為預備教師和在職教師及教師教育者發展科學的教學內容知識（PCK），採用反思寫作、模擬課堂實踐和內容表徵（CoRe設計）等方法。
瑞貝卡·庫珀（Rebecca Cooper）是澳大利亞莫納什大學（Monash University）教育學院的高級講師。她主要與預備教師和在職科學教師合作，研究興趣包括考慮科學教師和科學教師教育者在其職業生涯中如何發展教學知識和教學內容知識；改善科學教學質量以提高學生參與度；以及與教師合作，促進他們在科學教學中傳遞價值觀，以更好地理解學生的科學素養發展。
安德烈亞斯·博羅夫斯基（Andreas Borowski）是德國波茨坦大學（Potsdam University）數學與科學學院的教授，同時也是教師教育與教育研究中心（ZeLB）的主任。他的研究興趣在於預備教師和在職物理教師的專業知識；以及研究預備教師的教學知識、教學內容知識和內容知識之間的聯繫。在在職教育的背景下，他通過錄影的課堂表現評估研究物理教師的專業知識對學生學習增長和動機的影響。
