06181nam a22005173i 4500 EBC3034703 MiAaPQ 20221207162303.0 m o d | cr cnu|||||||| 211129s2012 xx o ||||0 eng d 9789460918216 (electronic bk.) 9789460917882 (MiAaPQ)EBC3034703 (Au-PeEL)EBL3034703 (CaPaEBR)ebr10589405 (OCoLC)810422462 MiAaPQ eng rda pn MiAaPQ MiAaPQ Q181 .A2 L684 2012 Loughran, John 247848 author Understanding and Developing Science Teachers' Pedagogical Content Knowledge / John Loughran, Amanda Berry and Pamala Mulhall. Second edition Rotterdam : BRILL, 2012. ©2012. 1 online resource (245 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Professional Learning Ser. CHAPTER ONE Teaching -- CHAPTER TWO Pedagogical Content Knowledge -- CHAPTER THREE Portraying PCK -- CHAPTER FOUR Particle theory -- 4.1: What is the smallest bit? -- 4.2: Teaching about the concept of nothing -- 4.3: Playdough balls: Concrete models of abstract ideas -- 4.4: Careful chemical reactions -- 4.5: Questions and answers -- 4.6: Seeing things differently -- 4.7: Probing students' views -- 4.8: Good vibrations -- CHAPTER FIVE Chemical reactions -- SECTION ONE -- 5.1a: Creating a unit of work in chemistry -- 5.1b: What is a chemical reaction -- 5.1c: Background to murder mystery unit -- 5.1d: Students love a murder mystery -- 5.1e: An annotated syllabus -- SECTION TWO -- 5.2: Understanding what substances are -- 5.3: What are the differences in the ways metals react? -- 5.4: Introducing reaction types: Less is more -- 5.5: The limitations of predictability of chemical reactions -- 5.6: Probing students' views: Insights into teacher change -- 5.7: The increase in mass through combustion -- CHAPTER SIX Circulatory system -- 6.1: What is it about blood? -- 6.2: Not just a thing, but a need for a function -- 6.3: Heart exploration -- 6.4: Questions we want answered -- 6.5: Roadways -- 6.6: Walking the heart -- 6.7: Mapping students' knowledge -- 6.8: Commenting on the core -- CHAPTER SEVEN Force -- SECTION ONE -- 7.1a: The big ideas -- 7.1b: Newton's third law: A key to understanding force -- 7.1c: Developing ideas of force and reaction forces -- 7.1d: Being specific about force -- 7.1e: Developing students' ideas about friction -- SECTION TWO -- 7.2: Familiar forces -- 7.3: Issues to be resolved with year 10 -- 7.4: Features of force -- 7.5: Does gravity need air?. 7.6: What students' think -- CHAPTER EIGHT Electric circuits -- 8.1: The jelly bean role play - some pros and cons -- 8.2: Language matters -- 8.3: It's like a ... -- 8.4: Why one teacher avoids using v = ir -- 8.5: Strings and light globes -- 8.6: Helping students to discriminate -- CHAPTER NINE Genetics -- 9.1: A mental model for teaching genetics -- 9.2: Deep time -- 9.3: Terminology talk -- 9.4: Understanding how natural selection works -- 9.5: Understanding the role of chance in evolution -- 9.6: Introducing DNA with sweets and songs -- 9.7: Science is different when you have to teach it -- CHAPTER TEN Examining the use and value of CoRes and PaP-eRs -- CHAPTER ELEVEN Science teaching and teacher education -- REFERENCES -- INDEX. There has been a growing interest in the notion of a scholarship of teaching. Such scholarship is displayed through a teacher's grasp of, and response to, the relationships between knowledge of content, teaching and learning in ways that attest to practice as being complex and interwoven. Yet attempting to capture teachers' professional knowledge is difficult because the critical links between practice and knowledge, for many teachers, is tacit. Pedagogical Content Knowledge (PCK) offers one way of capturing, articulating and portraying an aspect of the scholarship of teaching and, in this case, the scholarship of science teaching. The research underpinning the approach developed by Loughran, Berry and Mulhall offers access to the development of the professional knowledge of science teaching in a form that offers new ways of sharing and disseminating this knowledge. Through this Resource Folio approach (comprising CoRe and PaP-eRs) a recognition of the value of the specialist knowledge and skills of science teaching is not only highlighted, but also enhanced. The CoRe and PaP-eRs methodology offers an exciting new way of capturing and portraying science teachers' pedagogical content knowledge so that it might be better understood and valued within the profession. This book is a concrete example of the nature of scholarship in science teaching that is meaningful, useful and immediately applicable in the work of all science teachers (preservice, in-service and science teacher educators). It is an excellent resource for science teachers as well as a guiding text for teacher education. Description based on publisher supplied metadata and other sources. Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2021. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. Science teachers. Science 166868 Study and teaching (Secondary) Electronic books. Berry, Amanda. author Mulhall, Pamala. author Print version: Loughran, J. John Understanding and Developing Science Teachers' Pedagogical Content Knowledge Rotterdam : BRILL,c2012 9789460917882 ProQuest (Firm) Professional Learning Ser. https://login.ezproxy.pucpr.edu/login?url=https://ebookcentral.proquest.com/lib/pucpr-ebooks/detail.action?docID=3034703 Acceso Remoto https://ebookcentral.proquest.com/lib/pucpr-ebooks/detail.action?docID=3034703 Acceso en el Campus PUCPR lcc 7 296975 296975 0 0 ddc 0 0 10 10 45 2021-12-07 0 ebook EBC3034703 2021-12-07 00:00:00 2021-12-07 7 0 0 lcc 0 0 12 12 45 2022-12-07 0 Q181 .A2 L684 2012 50000003293544 2022-12-07 00:00:00 Ebook c. 1 2022-12-07 7