Pedagogical Content Knowledge

Teachers face challenges when building the concept of substance with students because tensions of meanings emerge from students’ daily life and canonical ideas developed in classrooms. A powerful tool to address learning, pedagogical, and research challenges is the conceptual profile theory. According to this theory, people employ various ways of conceptualizing the world to signify experiences. Conceptual profiles are models of the heterogeneity of modes of thinking and speaking about a given scientific concept which are used in a variety of contexts. To better understand the heterogeneity of thinking/speaking about substance, the present study aimed to answer: (1) What are the zones that constitute the conceptual profile of substance?; and (2) What ways of thinking and speaking about substance do teachers and students exhibit when engaged in a classroom formative assessment activity?

COVID-19 has thrust educators into a period of uncertainty, complicating conventional ways of teaching and learning. We suspect that the pandemic has magnified the challenges that some high school teachers already experience, particularly when they are the sole chemistry teacher at their school. The pandemic has likely inhibited collegial interactions and access to professional development (PD). Our reflections from redesigning a face-to-face PD program to one that is remotely delivered provide recommendations that advance PD accessibility and interactivity to mitigate isolation and other longstanding challenges teachers may face. In this article, we discuss how the cognitive learning model informed emergent teaching practices that guided the transformation of the PD’s implementation for 20 high school chemistry teachers.

Researchers have typically identified and characterized teachers’ knowledge bases (e.g., pedagogical content knowledge and subject matter knowledge) in an effort to improve enacted instructional strategies. As shown by the Refined Consensus Model (RCM), understanding teacher learning, beliefs, and practices is predicated on the interconnections of such knowledge bases. However, lesson planning (defined as the transformation of subject matter knowledge to enacted pedagogical content knowledge) remains underexplored despite its central position in the RCM. We aim to address this gap by developing a conceptual framework known as Pedagogical Chemistry Sensemaking (PedChemSense).

This review synthesized insights from 27 NSF-funded projects, totaling $62 million, that studied pedagogical content knowledge (PCK) in STEM education from prekindergarten (PreK) to Grade 12, split roughly equally across mathematics and science education. The projects primarily applied correlational/observational and longitudinal methods, often targeted teaching in the middle school grades, and used a wide variety of approaches to measure teachers’ PCK. The projects advanced substantive knowledge about PCK across four major lines of research, especially regarding the measurement and development of PCK.

School science continues to alienate students identifying with nondominant, non-western cultures, and learners of color, and considers science as an enterprise where success necessitates divorcing the self and corporeal body from ideas and the mind. Resisting the colonizing pedagogy of the mind–body divide, we aimed at creating pedagogical spaces and places in science classes that sustain equitable opportunities for engagement and meaning making where body and mind are enmeshed. In the context of a partnership between school- and university-based educators and researchers, we explored how multimodal literacies cultivated through the performing arts, provide students from minoritized communities opportunities to both create knowledge and to position themselves as science experts and brilliant and creative meaning makers.

This book aims to advance ongoing debates in the field of mathematics and mathematics education regarding conceptions of argumentation, justification, and proof and the consequences for research and practice when applying particular conceptions of each construct. Through analyses of classroom practice across grade levels using different lenses - particular conceptions of argumentation, justification, and proof - researchers consider the implications of how each conception shapes empirical outcomes. In each section, organized by grade band, authors adopt particular conceptions of argumentation, justification, and proof, and they analyse one data set from each perspective. In addition, each section includes a synthesis chapter from an expert in the field to bring to the fore potential implications, as well as new questions, raised by the analyses. Finally, a culminating section considers the use of each conception across grade bands and data sets.

Several recent studies have focused on helping students understand the limitations of empirical arguments (e.g., Stylianides, G. J. & Stylianides, A. J., 2009, Brown, 2014). One view is that students use empirical argumentation because they hold empirical proof schemes—they are convinced a general claim is true by checking a few cases (Harel & Sowder, 1998). Some researchers have sought to unseat students’ empirical proof schemes by developing students’ skepticism, their uncertainty about the truth of a general claim in the face of confirming (but not exhaustive) evidence (e.g., Brown, 2014; Stylianides, G. J. & Stylianides, A. J., 2009). With sufficient skepticism, students would seek more secure, non-empirical arguments to convince themselves that a general claim is true. We take a different perspective, seeking to develop students’ awareness of domain appropriateness (DA), whether the argument type is appropriate to the domain of the claim. In particular, DA entails understanding that an empirical check of a proper subset of cases in a claim’s domain does not (i) guarantee the claim is true and does not (ii) provide an argument that is acceptable in the mathematical or classroom community, although checking all cases does both (i) and (ii). DA is distinct from skepticism; it is not concerned with students’ confidence about the truth of a general claim. We studied how ten 8th graders developed DA through classroom experiences that were part of a broader project focused on developing viable argumentation. 

Estimating and monitoring the construct-irrelevant variance (CIV) is of significant importance to validity, especially for constructed response assessments with rich contextualized information. To examine CIV in contextualized constructed response assessments, we developed a framework including a model accounting for CIV and a measurement that could differentiate the CIV.

In this article, the authors present evidence from teachers' reflections that this stability was supported by the teachers' intellectual and emotional experiences as learners. Specifically, they argue that engaging in extended scientific inquiry provided a basis for the teachers having epistemic empathy for their students—their tuning into and appreciating their students' intellectual and emotional experiences in science, which in turn supported teachers' responsiveness in the classroom.