Education
Pedagogical Content
Knowledge (PCK) in science
John Loughran
Monash University
 Sheldon teaching Penny Physics (part 1)
Pedagogical Content Knowledge
 is not just educational jargon
 develops by coming to understand
concepts/content differe...
 Sheldon teaching Penny Physics (part 2)
Purposefully developing PCK leads to
 seeing beyond activities that work
 tapping into the tacit, but very rich,
pedagog...
 Sheldon teaching Penny Physics (part 3)
CoRe (Content Representation)
Valuing our knowledge of practice
 Teaching is problematic
 Engaging students in learning is sophisticated
business
 Ex...
 Sheldon teaching Penny Physics (part 4)
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Prof. John Loughran - Faculty of Education, Monash University - Influence of Pedagogical Content Knowledge (PCK) on successful science teaching

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Prof. John Loughran delivered the presentation at the 2014 STEM Conference.

The STEM Education Conference in 2014 looked not only at some of the key advantages and critical gaps in STEM education but also explore the policy and strategy settings that can enable participation and quality learning of STEM.

For more information about the event, please visit: http://bit.ly/STEMConf2014

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Prof. John Loughran - Faculty of Education, Monash University - Influence of Pedagogical Content Knowledge (PCK) on successful science teaching

  1. 1. Education Pedagogical Content Knowledge (PCK) in science John Loughran Monash University
  2. 2.  Sheldon teaching Penny Physics (part 1)
  3. 3. Pedagogical Content Knowledge  is not just educational jargon  develops by coming to understand concepts/content differently through teaching them  is the teaching of particular content, in a particular way to enhance students’ understanding  the intended learning shapes the nature of the teaching
  4. 4.  Sheldon teaching Penny Physics (part 2)
  5. 5. Purposefully developing PCK leads to  seeing beyond activities that work  tapping into the tacit, but very rich, pedagogical reasoning underpinning practice  Becoming more articulate and knowledgeable about teaching and what it is that makes a real difference for student learning of that particular content  exemplifying quality in teaching and learning
  6. 6.  Sheldon teaching Penny Physics (part 3)
  7. 7. CoRe (Content Representation)
  8. 8. Valuing our knowledge of practice  Teaching is problematic  Engaging students in learning is sophisticated business  Explicating knowledge of practice requires a shared language of teaching and learning  Framing shapes practice  The amalgam of content knowledge and pedagogical knowledge = PCK and offers insights into the knowledge base of expert science teachers
  9. 9.  Sheldon teaching Penny Physics (part 4)

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