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The Impact of Preservice and In-Service Teachers' Pedagogical Content Knowledge on Science Lesson Designs and Implementation
Tue, April 12, 2:15 to 3:45pm, Convention Center, Floor: Level Three, Ballroom ASession Type: Roundtable Session
Abstract
The three papers in this session explore the role Pedagogical Content Knowledge (PCK) plays in pre-service and in-service teachers’classroom practices and their students’ science learning experiences. Perspectives are shared from the United States, Germany and Cyprus.
Sub Unit
Chair
Papers
Analyzing Teachers' Professional Knowledge, Use of Experiments in Chemistry Class, and Students' Achievement - Martina Struebe, University of Duisburg-Essen; Oliver Tepner, University of Duisburg-Essen; Elke Sumfleth, University Duisburg - Essen
How Preservice Teachers' Pedagogical Content Knowledge and Understanding of Inquiry Influences Their Lesson Planning and Enactments in Science - Loucas T. Louca, European University Cyprus; Thea Skoulia, University of Cyprus; Zacharias C. Zacharia, University of Cyprus
Science Teacher Orientations and Pedagogical Content Knowledge as a Sum of Middle School Science Subject Domain Constructions - Todd Campbell, University of Connecticut; Wayne Melville, Lakehead University; Dawne Goodwin, University of Connecticut