How do Beginning Elementary Teachers Cope with Science: Development of Pedagogical Content Knowledge in Science

In this paper the development of science pedagogical content knowledge (PCK) in elementary teachers is considered, with a particular focus on beginning teachers. Explored is a conceptualization of the development of science pedagogical content knowledge in elementary teachers which emerged from two studies. The first examined the science teaching practices of beginning elementary teachers, while the second explored elementary teachers' understanding and use of "activities that work" in science. The paper emerged from consideration of how some elementary teachers in our studies, who lack science content knowledge, generate PCK to enable them to teach science. The main tenet of the model of PCK development is that "activities that work" become a substitute for science content knowledge and PCK. A number of implications for elementary science curriculum emerge from this understanding, such as considerations for preservice teacher education science courses and the nature of the elementary science curriculum. (Contains 40 references.) (ASK) Reproductions supplied by EDRS are the best that can be made from the original document. Thursday, July 6, 2000 Pape: 1 How do Beginning Elementary Teachers Cope with Science: Development of Pedagogical Content Knowledge in Science Ken Appleton and Ian Kindt Central Queensland University

[1]  Student teachers’ confidence to teach science: is more science knowledge necessary to improve self‐confidence? , 1995 .

[2]  Joan Reeves,et al.  Science and Technology in Primary Schools , 1987 .

[3]  Training,et al.  Discipline review of teacher education in mathematics and science , 1989 .

[4]  D. Symington,et al.  What do you need to know to teach science in the primary school? , 1989 .

[5]  V. Mellado,et al.  A Framework for Learning to Teach Sciences in Initial Primary Teacher Education , 1998 .

[6]  R. Tytler,et al.  Changing primary teacher trainees' attitudes to science , 1991 .

[7]  I. Ginns,et al.  A Longitudinal Study of Preservice Elementary Teachers' Personal and Science Teaching Efficacy. , 1990 .

[8]  P. Grossman.  The Making of a Teacher: Teacher Knowledge and Teacher Education , 1990 .

[9]  Kathryn F. Cochran,et al.  Pedagogical Content Knowing: An Integrative Model for Teacher Preparation , 1993 .

[10]  Allan MacKinnon,et al.  Craft Knowledge and the Education of Teachers , 1992 .

[11]  K. Skamp.  General science knowledge and attitudes towards science and science teaching of preservice primary teachers: Implications for preservice science units , 1989 .

[12]  V. Mellado,et al.  A Framework for Learning to Teach Science in Initial Primary Teacher Education , 1998 .

[13]  K. Appleton.  Is There a Fairy Godmother in the House , 1977 .

[14]  Wynne Harlen,et al.  Primary teachers' understanding in science and its impact in the classroom , 1997 .

[15]  Ken Appleton,et al.  Why teach primary science? Influences on beginning teachers' practices , 1999 .

[16]  J. H. Driel,et al.  Developing science teachers' pedagogical content knowledge , 1998 .

[17]  Valda Kirkwood,et al.  Outcomes of the primary and early childhood science and technology education project at the university of Canberra , 1990 .

[18]  R. Osborne,et al.  Learning in science : the implications of children's science , 1985 .

[19]  Sandra K. Abell,et al.  Constraints to teaching elementary science: A case study of a science enthusiast student teacher , 1992 .

[20]  Deborah C. Smith,et al.  The Construction of Subject Matter Knowledge in Primary Science Teaching. , 1989 .

[21]  G. Crawford,et al.  Focus folklore: Reflections of focus teachers on the SCI-TEC in-service project , 1990 .

[22]  L. Shulman.  Those Who Understand: Knowledge Growth in Teaching , 1986 .

[23]  Frances F. Fuller.  Concerns of Teachers: A Developmental Conceptualization1 , 1969 .

[24]  K. Appleton.  Mature-age students-how are they different? , 1991 .

[25]  L. Shulman.  Knowledge and Teaching: Foundations of the New Reform , 1987 .

[26]  William R. Veal,et al.  The Evolution of Pedagogical Content Knowledge in Prospective Secondary Physics Teachers. , 1999 .

[27]  D. Symington.  Why So Little Primary Science , 1974 .