An Analysis of PCK to elaborate the difference between Scientific and Technological Knowledge

P John Williams
Centre for Science and Technology Education Research, University of Waikato, New Zealand

John Lockley
Centre for Science and Technology Education Research, University of Waikato, New Zealand

Ladda ner artikel

Ingår i: PATT 26 Conference; Technology Education in the 21st Century; Stockholm; Sweden; 26-30 June; 2012

Linköping Electronic Conference Proceedings 73:55, s. 468-477

Visa mer +

Publicerad: 2012-06-18

ISBN: 978-91-7519-849-1

ISSN: 1650-3686 (tryckt), 1650-3740 (online)


This research addressed the key area of early career teacher education and aimed to explore the use of a ’Content Representation’ (CoRe) as a planning tool to develop early career secondary teacher Pedagogical Content Knowledge (PCK). This study was situated in the subject areas of science and technology; in which sound teacher knowledge is important to student engagement. The study was designed to examine whether such a tool (CoRe); co-designed by an early career teacher with expert content and pedagogy specialists; can enhance the PCK of early career science and technology secondary teachers. The research design incorporated a unique partnership between expert classroom teachers; content experts; early career teachers; and researchers experienced in science and technology education.

This paper will present an analysis of CoRe development and the effect that had on the early career teacher’s PCK. In addition; as the same tools and methodology were applied to both a science and a technology teaching context; differences between the two areas became clear. This paper will elaborate and discuss the differences which arose as a result of the development of the CoRe’s and an analysis of PCK differences in science and technology.


Inga nyckelord är tillgängliga


A. Jones and M deVries (Eds.) International Handbook of Research and Development in Technology Education (pp. 373-390). Rotterdam; The Netherlands: Sense Publisher.

Cowie; B.; Morelend; J.; Jones; A.; & Otrel-Cass; K. (2008). The classroom InSiTE project: Understanding classroom interactions to enhance teaching and learning in science and technology. TLRI Report to New Zealand Council of Educational Research.

De Miranda; M. (2008). Pedagogical content knowledge and engineering and technology teacher education: Issues for thought. Journal of the Japanese Society of Technology Education; 50(1); 17–26.

Gess-Newsome; J. (1999). Secondary teachers’ knowledge and beliefs about subject matter and their impact on instruction. In J. Gess-Newsome & N. Lederman (Eds.); Examining pedagogical content knowledge (pp. 51–94). Dordrecht; Kluwer.

Hume; A.; & Berry; A. (2010). Constructing CoRes – a strategy for building PCK in preservice science teacher education. Research in Science Education; DOI 10.1007/s11165-010- 9168-3

Jones; A.; & Moreland; J. (2004). Enhancing practicing primary teachers’ pedagogical content knowledge in technology. International Journal of Technology and Design Education; 14(1); 121–140.

Koehler; M.; & Mishra; P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research; 32(2); 131–152.

Loughran; J.; Mullhall; P.; & Berry; A. (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching; 41(4); 370–391.

Loughran; J.; Berry; A.; & Mullhall; P. (2006). Understanding and developing science teachers’ pedagogical content knowledge. Rotterdam; The Netherlands: Sense Publishers.

Loughran; J.; Mulhall; P.; & Berry; A. (2008). Exploring pedagogical content knowledge in science teacher education. International Journal of Science Education; 30(10); 1301–1320.

Magnusson; S.; Krajcik; J.; & Borko; H. (1999). Nature; sources; and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N.G. Lederman (Eds.); Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95–132). Boston; MA: Kluwer.

McCormack; R. (1997). Conceptual and procedural knowledge. International Journal of Design and Technology Education; 7; 141–159.

McCormack; R. (2004). Issues of learning and knowledge in technology education. International Journal of Technology and Design Education; 14; 21–44.

Mishra; P.; & Koehler; M. (2006) Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record 108(6); 1017–1054.

Rohaan; E.; Taconis; R.; & Jochems; W. (2009). Measuring teachers’ pedagogical content knowledge in primary technology education. Research in Science and Technology Education; 27(3); 327–338.

Rohann; E.; Taconis; R.; & Jochems; W. (2010). Reviewing the relations between teachers’ knowledge and pupils’ attitude in the field of primary technology education. International Journal of Technology and Design Education; 20(1); 15–26.

Rollnick; M. & Mavhunga; E. (2012). Measuring Experienced Teachers and Pre-service Teachers’ PCK and Content Knowledge for Teaching Chemical Equilibrium. Proceedings of the twentieth annual Southern African Association for Research in Mathematics; Science and Technology Education. Lilongwe; Malawi; January; 445-451.

Shulman; L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review; 57(1); 1–22.

Vincenti; W. (1984) Technological Knowledge without Science: The Invention of Flush Riveting in American Airplanes; ea. 193O-ca. 1950. Technology and Culture; 26; 640-676.

Citeringar i Crossref