DEVELOPING SCIENCE TEACHERS PEDAGOGICAL CONTENT KNOWLEDGE

This article discusses the concept of pedagogical content knowledge (P CK) within the context of science teaching. First, an attempt is made to define this concept within the tradition of research on teachers' c raft knowledge and to identify possible purposes of research on PCK. F rom this point of view, recent research on science teaching is investi gated. This investigation identifies teaching experience as the major source of PCK, whereas adequate subject-matter knowledge appears to be a prerequisite. Finally, an empirical study is presented which focuse s on PCK with respect to a specific topic-that is, chemical equilibriu m. The effects on teachers' PCK of participation in an in-service work shop and conducting an experimental course in classroom practice are r eported. This leads to the identification of elements of PCK teachers can use to promote student understanding. It is concluded that researc h on topic-related PCK may complement research on student learning of specific topics. (C) 1998 John Wiley & Sons, Inc.