Pedagogical Content Knowledge (PCK): Considering Models, Methods, and Recommendations From the PCK Summit

Session Type: Symposium

Abstract

Definitions and measurement of pedagogical content knowledge (PCK) have diverged in the past 25 years. This session examines the results of a five-day international PCK Research Summit where 14 research teams examined the variations in conceptions of PCK models, measurements, and results. The goal of the Summit was to catapult research in the field through either consensus or purposeful divergence in models and measurement tools. This session will provide an orientation to the PCK Summit, presentations by a cross section of the participating teams, an overview of the conclusions of the Summit, and a discussion of next steps including the identification of the most fruitful lines of research identified.

Sub Unit

• SIG-Science Teaching and Learning

Chair

• Janet Carlson, Stanford University

Papers

• Pedagogical Content Knowledge Summit: A New Way to Visit an Old Construct - Julie Gess-Newsome, Oregon State University - Cascades; Janet Carlson, Stanford University

• Pedagogical Content Knowledge as a Heuristic to Describe Learning Progressions for Science Teachers - Rebecca M. Schneider, University of Toledo

• Pedagogical Content Knowledge in Biology Teachers Resulting From Professional Development and Educative Curriculum - Janet Carlson, Stanford University; Julie Gess-Newsome, Oregon State University - Cascades; April Lynn Gardner, Biological Sciences Curriculum Study

Discussant

• Julie Gess-Newsome, Oregon State University - Cascades