Reviewed by Jean Worsley
Retired Biology Teacher
This is a formidable resource providing a rationale for changing teaching practices and the way science teachers are trained. First and foremost, it focuses on the role of teachers as mediators instead of transmitters of knowledge. Teachers are invited to understand and develop Pedagogical Content Knowledge (PCK) as they strive to improve the teaching/learning process.
To foster understanding of PCK, detailed descriptions of Resource Folios consisting of Content Representation (CoRe) and Pedagogical and Professional Experience Repertoires (Pap–eRs) are clearly delineated. In addition, feedback from participants (teachers and students) in projects gives perspectives on the use and value of CoRe and Pap–eRs.
The preface explains changes that have been made in the second edition as a result of sharing ideas internationally while developing a framework for PCK by implementing strategies in CoRe and Pap–eRs. Factors that influence teaching and the nature of learning are brought to the forefront. The shift in the role of teachers is a major factor in understanding PCK as teachers begin to think about how students learn and the importance of students taking responsibility for their learning. This shift from “traditional teaching and passive learning” is supported by Projects such as the Project for Enhancing Effective Learning (PEEL) and Predict–Observe–Explain (POE). Many of the ideas in these projects are included in elements of PCK. Utilizing excerpts from Shulman (1986, 1987), the authors provide a thorough definition of PCK. PCK is designed to explain the theoretical and practical side of science. Strategies such as Venn diagrams and concept maps are used to illustrate the importance of different approaches needed to enhance understanding of scientific concepts. It is suggested that PCK will afford teachers the opportunity to develop educational practices that will provide a knowledge based atmosphere in the classroom. The basis of PCK is the merging of content knowledge and pedagogy (teaching strategies) that will lift the teaching/ learning process to a new and higher level. The framework of PCK consists of two elements, CoRe and Pap–eRs, with a constructivist perspective.
CoRe offers a holistic overview of scientific concepts and Pap–eRs describes teaching practices. These two elements coalesce to form Resource Folios which are thoroughly demonstrated. The authors describe each step in CoRe with concise explanations and templates. A narrative account is provided by Pap–eRs and reflects the teacher’s reasoning while building on the experiences of students to highlight a particular aspect of the subject to be taught.
Five Resource Folios are presented: Particle Theory, Chemical Reactions, Circulatory System, Force, Electric Circuits, and Genetics. These Resource Folios illustrate how CoRe and Pap–eRs fit together. In Chemical Reactions and Force, two CoRes are presented to show the importance of different approaches using the same content. In each topic, readers will find reminders about shaping factors that influence CoRe and Pap–eRs. These topics are detailed and include prompts, big ideas, charts, concept maps, discussions, course outlines, objectives, conversations, and feedback from teachers and students. Further, the authors present two vignettes by different individuals (a student teacher and an experienced teacher). By using questions that call for personal feedback to describe the importance and use of these two fundamental ideas, a vivid picture unfolds. A concise discussion allows readers to review results of surveys focusing on the value and effectiveness of these procedures on teachers and learners. Also, in many cases, shortcomings of these activities are explored. In addition, explanations of findings from research questions are included. It is important to note that the primary value is to help students learn by improving the quality of science teaching.
Finally, research indicates that PCK will bridge the gap between theory and practice. It is also suggested that PCK should permeate the teaching of science on all educational levels. Further, science educators will be encouraged to continually examine their practices as they explore and share ideas with colleagues. References included throughout the book are listed before the index. This is an excellent book to challenge science teachers to think seriously about reevaluating their practices in the teaching/learning process.
Review posted on 7/10/2012