Developing Science Pedagogical Content Knowledge (PCK) Among Preservice and Novice Elementary Teachers

Abstract

In this chapter, the author focuses on elementary-level practicing and pre-service teachers' development of pedagogical content knowledge (PCK), beginning with the state of U.S. students' science performance, and science instruction in elementary school settings. The historical development of studies related to teachers' knowledge forms (content, pedagogical, and pedagogical content) are explored individually, along with an investigation of models of PCK, PCK specific to teaching science, and studies on strategies for facilitating PCK development among elementary teacher candidates and in-service teachers.