Preliminary Material / John Loughran , Amanda Berry and Pamela Mulhall -- Teaching / John Loughran , Amanda Berry and Pamela Mulhall -- Pedagogical Content Knowledge / John Loughran , Amanda Berry and Pamela Mulhall -- Portraying PCK / John Loughran , Amanda Berry and Pamela Mulhall -- Particle theory / John Loughran , Amanda Berry and Pamela Mulhall -- Chemical reactions / John Loughran , Amanda Berry and Pamela Mulhall -- Section One / John Loughran , Amanda Berry and Pamela Mulhall -- Section Two / John Loughran , Amanda Berry and Pamela Mulhall -- Circulatory system / John Loughran , Amanda Berry and Pamela Mulhall -- Force / John Loughran , Amanda Berry and Pamela Mulhall -- Section One / John Loughran , Amanda Berry and Pamela Mulhall -- Section Two / John Loughran , Amanda Berry and Pamela Mulhall -- Electric circuits / John Loughran , Amanda Berry and Pamela Mulhall -- Genetics / John Loughran , Amanda Berry and Pamela Mulhall -- Examining the use and value of CoRes and PaP-eRs / John Loughran , Amanda Berry and Pamela Mulhall -- Science teaching and teacher education / John Loughran , Amanda Berry and Pamela Mulhall -- References / John Loughran , Amanda Berry and Pamela Mulhall -- Index / John Loughran , Amanda Berry and Pamela Mulhall.

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 print version record.