The Refined Consensus Model of Pedagogical Content Knowledge in Science Education

Janet Carlson; Kirsten R. Daehler; Alicia Alonzo; Erik Barendsen; Amanda Berry; Andreas Borowski; Jared Carpendale; Kennedy Chan; Rebecca Cooper; Patricia Friedrichsen; Julie Gess-Newsome; Ineke Henze-Rietveld; Anne Hume; Sophie Kirschner; Sven Liepertz; John Loughran; Elizabeth Mavhunga; Knut Neumann; Pernilla Nilsson; Soonhye Park; Marissa Rollnick; Aaron Sickel; Jeekjung Suh; Rebecca Schneider; Jan Van Driel; Chris Wilson

doi:10.1007/978-981-13-5898-2_2

The Refined Consensus Model of Pedagogical Content Knowledge in Science Education

Janet Carlson^*, Kirsten R. Daehler, Alicia Alonzo, Erik Barendsen, Amanda Berry, Andreas Borowski, Jared Carpendale, Kennedy Chan, Rebecca Cooper, Patricia Friedrichsen, Julie Gess-Newsome, Ineke Henze-Rietveld, Anne Hume, Sophie Kirschner, Sven Liepertz, John Loughran, Elizabeth Mavhunga, Knut Neumann, Pernilla Nilsson, Soonhye ParkMarissa Rollnick, Aaron Sickel, Jeekjung Suh, Rebecca Schneider, Jan Van Driel, Chris Wilson

^*Corresponding author for this work

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Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

Abstract

This chapter chronicles the developmental journey of a model for teacher pedagogical content knowledge (PCK) in science education, now identified as the Refined Consensus Model (RCM) of PCK, that represents the contributions and collective thinking of two dozen international researchers in science teacher education. This journey starts by recounting the process that led to an update and significant revisions to the model of teacher professional knowledge and skills including PCK (informally known as the 2012 Consensus Model (CM)). Then, we unpack and describe the different components of the model in both diagrammatic form and in explanatory text. The RCM describes the complex layers of knowledge and experiences that shape and inform teachers’ practice and mediate student outcomes. A key feature of this model is the identification of three distinct realms of PCK—collective PCK, personal PCK, and enacted PCK. These realms are used to situate the specialised professional knowledge held by different science educators in different settings ranging from the collected knowledge understood by many to the unique subset of knowledge an individual teacher draws upon. The model also recognises that the broader professional knowledge bases are foundational to teacher PCK while the learning context a teacher is working in can greatly influence the teaching and learning that takes place.

Original language	English
Title of host publication	Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science
Editors	Anne Hume, Rebecca Cooper, Andreas Borowski
Place of Publication	Singapore
Publisher	Springer Singapore
Chapter	2
Pages	77-92
Number of pages	16
Edition	1
ISBN (Electronic)	9789811358982
ISBN (Print)	9789811358975
DOIs	https://doi.org/10.1007/978-981-13-5898-2_2
Publication status	Published - 29 Jan 2019

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Carlson, J., Daehler, K. R., Alonzo, A., Barendsen, E., Berry, A., Borowski, A., Carpendale, J., Chan, K., Cooper, R., Friedrichsen, P., Gess-Newsome, J., Henze-Rietveld, I., Hume, A., Kirschner, S., Liepertz, S., Loughran, J., Mavhunga, E., Neumann, K., Nilsson, P., ... Wilson, C. (2019). The Refined Consensus Model of Pedagogical Content Knowledge in Science Education. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science (1 ed., pp. 77-92). Springer Singapore. https://doi.org/10.1007/978-981-13-5898-2_2

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title = "The Refined Consensus Model of Pedagogical Content Knowledge in Science Education",

abstract = "This chapter chronicles the developmental journey of a model for teacher pedagogical content knowledge (PCK) in science education, now identified as the Refined Consensus Model (RCM) of PCK, that represents the contributions and collective thinking of two dozen international researchers in science teacher education. This journey starts by recounting the process that led to an update and significant revisions to the model of teacher professional knowledge and skills including PCK (informally known as the 2012 Consensus Model (CM)). Then, we unpack and describe the different components of the model in both diagrammatic form and in explanatory text. The RCM describes the complex layers of knowledge and experiences that shape and inform teachers{\textquoteright} practice and mediate student outcomes. A key feature of this model is the identification of three distinct realms of PCK—collective PCK, personal PCK, and enacted PCK. These realms are used to situate the specialised professional knowledge held by different science educators in different settings ranging from the collected knowledge understood by many to the unique subset of knowledge an individual teacher draws upon. The model also recognises that the broader professional knowledge bases are foundational to teacher PCK while the learning context a teacher is working in can greatly influence the teaching and learning that takes place.",

author = "Janet Carlson and Daehler, {Kirsten R.} and Alicia Alonzo and Erik Barendsen and Amanda Berry and Andreas Borowski and Jared Carpendale and Kennedy Chan and Rebecca Cooper and Patricia Friedrichsen and Julie Gess-Newsome and Ineke Henze-Rietveld and Anne Hume and Sophie Kirschner and Sven Liepertz and John Loughran and Elizabeth Mavhunga and Knut Neumann and Pernilla Nilsson and Soonhye Park and Marissa Rollnick and Aaron Sickel and Jeekjung Suh and Rebecca Schneider and Driel, {Jan Van} and Chris Wilson",

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doi = "10.1007/978-981-13-5898-2_2",

language = "English",

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pages = "77--92",

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Carlson, J, Daehler, KR, Alonzo, A, Barendsen, E, Berry, A, Borowski, A, Carpendale, J, Chan, K, Cooper, R, Friedrichsen, P, Gess-Newsome, J, Henze-Rietveld, I, Hume, A, Kirschner, S, Liepertz, S, Loughran, J, Mavhunga, E, Neumann, K, Nilsson, P, Park, S, Rollnick, M, Sickel, A, Suh, J, Schneider, R, Driel, JV & Wilson, C 2019, The Refined Consensus Model of Pedagogical Content Knowledge in Science Education. in A Hume, R Cooper & A Borowski (eds), Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science. 1 edn, Springer Singapore, Singapore, pp. 77-92. https://doi.org/10.1007/978-981-13-5898-2_2

The Refined Consensus Model of Pedagogical Content Knowledge in Science Education. / Carlson, Janet; Daehler, Kirsten R.; Alonzo, Alicia et al.
Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science. ed. / Anne Hume; Rebecca Cooper; Andreas Borowski. 1. ed. Singapore: Springer Singapore, 2019. p. 77-92.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

TY - CHAP

T1 - The Refined Consensus Model of Pedagogical Content Knowledge in Science Education

AU - Carlson, Janet

AU - Daehler, Kirsten R.

AU - Alonzo, Alicia

AU - Barendsen, Erik

AU - Berry, Amanda

AU - Borowski, Andreas

AU - Carpendale, Jared

AU - Chan, Kennedy

AU - Cooper, Rebecca

AU - Friedrichsen, Patricia

AU - Gess-Newsome, Julie

AU - Henze-Rietveld, Ineke

AU - Hume, Anne

AU - Kirschner, Sophie

AU - Liepertz, Sven

AU - Loughran, John

AU - Mavhunga, Elizabeth

AU - Neumann, Knut

AU - Nilsson, Pernilla

AU - Park, Soonhye

AU - Rollnick, Marissa

AU - Sickel, Aaron

AU - Suh, Jeekjung

AU - Schneider, Rebecca

AU - Driel, Jan Van

AU - Wilson, Chris

PY - 2019/1/29

Y1 - 2019/1/29

N2 - This chapter chronicles the developmental journey of a model for teacher pedagogical content knowledge (PCK) in science education, now identified as the Refined Consensus Model (RCM) of PCK, that represents the contributions and collective thinking of two dozen international researchers in science teacher education. This journey starts by recounting the process that led to an update and significant revisions to the model of teacher professional knowledge and skills including PCK (informally known as the 2012 Consensus Model (CM)). Then, we unpack and describe the different components of the model in both diagrammatic form and in explanatory text. The RCM describes the complex layers of knowledge and experiences that shape and inform teachers’ practice and mediate student outcomes. A key feature of this model is the identification of three distinct realms of PCK—collective PCK, personal PCK, and enacted PCK. These realms are used to situate the specialised professional knowledge held by different science educators in different settings ranging from the collected knowledge understood by many to the unique subset of knowledge an individual teacher draws upon. The model also recognises that the broader professional knowledge bases are foundational to teacher PCK while the learning context a teacher is working in can greatly influence the teaching and learning that takes place.

AB - This chapter chronicles the developmental journey of a model for teacher pedagogical content knowledge (PCK) in science education, now identified as the Refined Consensus Model (RCM) of PCK, that represents the contributions and collective thinking of two dozen international researchers in science teacher education. This journey starts by recounting the process that led to an update and significant revisions to the model of teacher professional knowledge and skills including PCK (informally known as the 2012 Consensus Model (CM)). Then, we unpack and describe the different components of the model in both diagrammatic form and in explanatory text. The RCM describes the complex layers of knowledge and experiences that shape and inform teachers’ practice and mediate student outcomes. A key feature of this model is the identification of three distinct realms of PCK—collective PCK, personal PCK, and enacted PCK. These realms are used to situate the specialised professional knowledge held by different science educators in different settings ranging from the collected knowledge understood by many to the unique subset of knowledge an individual teacher draws upon. The model also recognises that the broader professional knowledge bases are foundational to teacher PCK while the learning context a teacher is working in can greatly influence the teaching and learning that takes place.

U2 - 10.1007/978-981-13-5898-2_2

DO - 10.1007/978-981-13-5898-2_2

M3 - Chapter

SN - 9789811358975

SP - 77

EP - 92

BT - Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science

A2 - Hume, Anne

A2 - Cooper, Rebecca

A2 - Borowski, Andreas

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Carlson J, Daehler KR, Alonzo A, Barendsen E, Berry A, Borowski A et al. The Refined Consensus Model of Pedagogical Content Knowledge in Science Education. In Hume A, Cooper R, Borowski A, editors, Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science. 1 ed. Singapore: Springer Singapore. 2019. p. 77-92 doi: 10.1007/978-981-13-5898-2_2

The Refined Consensus Model of Pedagogical Content Knowledge in Science Education

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