000 06181nam a22005173i 4500
001 EBC3034703
003 MiAaPQ
005 20221207162303.0
006 m o d |
007 cr cnu||||||||
008 211129s2012 xx o ||||0 eng d
020 _a9789460918216
_q(electronic bk.)
020 _z9789460917882
035 _a(MiAaPQ)EBC3034703
035 _a(Au-PeEL)EBL3034703
035 _a(CaPaEBR)ebr10589405
035 _a(OCoLC)810422462
040 _aMiAaPQ
_beng
_erda
_epn
_cMiAaPQ
_dMiAaPQ
050 4 _aQ181 .A2
_bL684 2012
100 _aLoughran, John
_9247848
_eauthor
245 1 0 _aUnderstanding and Developing Science Teachers' Pedagogical Content Knowledge /
_cJohn Loughran, Amanda Berry and Pamala Mulhall.
250 _aSecond edition
264 1 _aRotterdam :
_bBRILL,
_c2012.
264 4 _c©2012.
300 _a1 online resource (245 pages)
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
490 1 _aProfessional Learning Ser.
505 0 _aCHAPTER 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?.
505 8 _a7.6: 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.
520 _aThere 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.
588 _aDescription based on publisher supplied metadata and other sources.
590 _aElectronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2021. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
650 0 _aScience teachers.
650 0 _aScience
_9166868
_xStudy and teaching (Secondary)
655 4 _aElectronic books.
700 1 _aBerry, Amanda.
_eauthor
700 1 _aMulhall, Pamala.
_eauthor
776 0 8 _iPrint version:
_aLoughran, J. John
_tUnderstanding and Developing Science Teachers' Pedagogical Content Knowledge
_dRotterdam : BRILL,c2012
_z9789460917882
797 2 _aProQuest (Firm)
830 0 _aProfessional Learning Ser.
856 _uhttps://login.ezproxy.pucpr.edu/login?url=https://ebookcentral.proquest.com/lib/pucpr-ebooks/detail.action?docID=3034703
_yAcceso Remoto
856 4 0 _uhttps://ebookcentral.proquest.com/lib/pucpr-ebooks/detail.action?docID=3034703
_yAcceso en el Campus PUCPR
942 _2lcc
_c7
999 _c296975
_d296975