Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science

Part I Introduction to the refined consensus model of pedagogical content knowledge in Science education.- 1 Towards a consensus model: Literature review of how science teachers' pedagogical content knowledge is investigated in empirical studies.- 2 The refined consensus model of PCK in Science education.- 3 Vignettes illustrating practitioners' and researchers' applications of the refined consensus model of pedagogical content knowledge.- Part II Reimagining the existing.- 4 Reconciliation between the refined consensus model of PCK and extant PCK models for advancing PCK research in Science.- 5 Exposing pathways for developing teacher pedagogical content knowledge at the topic level in Science.- 6 The development of Science teachers' professional competence.- 7 Illustrating and developing Science teachers' pedagogical content knowledge through learning study.- 8 The PCK map approach to capturing the complexity of enacted PCK (ePCK) and pedagogical reasoning in Science teaching.- Part III New approaches to PCK research in Science.- 9 Unraveling student teachers' pPCK development in Science and the influence of psychological factors using authentic data sources.- 10 Investigating practising Science teachers' pPCK and ePCK development as a result of collaborative CoRe design.- 11 A grand rubric for measuring Science teachers' pedagogical content knowledge.- 12 Unpacking the complexity of Science teachers' PCK in action: Enacted and personal PCK.- Section IV So what and what next?.- 13 Perspectives on the future of PCK research in Science and other domains.- 14 Developing research on PCK as a community.