Pedagogical Content Knowledge (PCK) et 3ltrængt naturfagsdidak3sk forskningsfelt i Danmark?

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1 Pedagogical Content Knowledge (PCK) et 3ltrængt naturfagsdidak3sk forskningsfelt i Danmark?

2 Lærerfaglighed Hvad er det..? Anvendelse? Logik? Ophav? Forskning?

3 Pedagogical Content Knowledge (PCK) - Ophav, resultater og nuværende forskningsdiskurs

4 (Shulman,1986) Schnack (2000): Undervisningsfaglighed Content Knowledge Loughran (2001):..the knowledge that a teacher uses to provide teaching situaoons that help learners make sense of parocular science content Pedagogical Content Knowledge Subject maker knowledge for teaching Curricular Knowledge (Shulman, 1986).the most powerful analogies, illustraoons, examples, explanaoons, and demonstraoons in a word, the ways of represenong and formulaong the subject that make it comprehensible to others. Since there are no single most powerful forms of representaoon, the teacher must have at hand a veritable armamentarium of alternaove forms of representaoon, some of which derive from research whereas others originate in the wisdom of pracoce.

5 (Gess Newsome, Lederman (red.), 1999

.(Abell, 2008) PCK is approaching the status of a paradigm

6 Twenty Years Later: Does pedagogical content knowledge remain a useful idea? (Abell, 2008) Yes!... But..(Abell, 2008) PCK is approaching the status of a paradigm (Kuhn, 1970). Many normal science puzzels within that paradigm present themselves:

7 (Berry, Friedrichsen, Loughran, 2015) Figur 3. Model for Lærerprofessionel viden og kompetence inkl. PCK og påvirkninger af klasserumspraksis og elevens (Ellebæk & Nielsen, in press).

8 Kort overblik over den danske diskurs ii. PCK - Behov for en præcisering? Undervisningsfaglighed (Schnack, 2000) Undervisningsfaglighed (Andersen, et al., 2005; Ellebæk, 2005) Naturfagslærerens vidensgrundlag - PCK (Andersen & Krogh, 2008) Undervisningsfaglighed (Holst, 2010; Danmarks EvalueringsinsOtut, 2011; Petersen, 2011) Pædagogisk indholdsviden (Mogensen, A., 2015) FagdidakOsk viden (Albrechtsen, et al., 2016) Indholdsspecifik praksisviden (Nielsen, 2008) PCK Indholdsspecifik pædagogisk viden og kompetence (Ellebæk & Nielsen, in press)

9 Udviklingen af Pedagogical Content Knowledge (PCK) i natur/teknologi

10 Hvordan? Forskningsspørgsmål: Hvordan kan kollegialt samarbejde facilitere udvikling af undervisningsfaglighed i natur/teknologi?

11 Læreprofessionel viden og kompetence men hvilken vidensform...? PCK&S - Viden, kunnen og gøren... Viden fra et individuelt kogniovt perspekov Viden fra et kollekovt situeret perspekov Individuel viden og værdiforesollinger primære faktorer for handling Viden og værdiforesollinger uadskillelige fra de situaooner hvori de er indlejret (Ellebæk, 2016, egen figur inspireret af Wallace og Loughran, 2012)

12 PCK et =ltrængt naturfagsdidak=sk forskningsfelt i DK...?

13 Referencer Abell, S.K. (2007). Research on science teacher knowledge. I: S.K. Abell & N.G. Lederman (red.), Handbook of research on science educakon (s ). Mahwah, NJ: Lawrence Erlbaum. Abell, S.K. (2008). Twenty Years Later: Does pedagogical content knowledge remain a useful idea? InternaKonal Journal of Science EducaKon, 30(10), s Albrechtsen. T.R. (red.). (2016). Professionelle læringsfællesskaber og fagdidakksk viden. Frederikshavn: Dafolo. Nilsson, P. (2008). Learning to teach and teaching to learn: Primary science student teachers complex journey from learners to teachers. Ph.d.- aoandling, Linköping Universitet. Andersen, A.M. et al. (2005). Fra seminarium Kl skolepraksis i natur/teknik. København: Danmarks Pædagogiske Universitet. Andersen, T. & Hansen, M.E. (2016). Evaluering af kompetencemålsstyring af læreruddannelsen. Aarhus: Teknologisk InsOtut. Biggs, J. & Tang, C. (2011). Teaching for quality learning at the university (4th edioon). New York: Open University Press. Burke, J. & Onwuegbuzie, A. J. (2004). Mixed Methods Research: A research paradigm whose Ome has come. EducaKonal Researcher, 33(7), s Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in educakon. London: Routledge. Danmarks EvalueringsinsOtut. (2011). UndervisningsdifferenKering som bærende pædagogisk princip En evaluering af sammenhænge mellem evalueringsfaglighed og differenkeret undervisning. Lokaliseret den 9. juni 2016 på: hkp:// i- folkeskolen%2fprojektprodukter%2fundervisningsdifferenoering- som- baerende- paedagogisk- princip%2fdownload&ei=gdidudjkl8pw4qslv4hqda&usg=afqjcngnivil7u08xyv- UhZQ9vEskhoRfA Dolin, J. (2005). NaturfagsdidakOske problemaokker. MONA, 2005(1), s Ellebæk, J.J. (2005). PCK som undersøgelsesramme måske endda centralt begreb i læreruddannelsen? I: A.M. Andersen et al., Fra seminarium Kl skolepraksis i natur/teknik. København: Danmarks Pædagogiske Universitet. Gess- Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK. I: A. Berry, P. Friedrichsen & J. Loughran (red.), Re- examining pedagogical content knowledge in science educakon (s ). New York and London: Routledge. Grosman, P. (1990). The making of a teacher: Teacher knowledge and teacher educakon. New York: Teachers College Press. Henze, I. & van Driel, J. (2015). Towards a more comprehensive way to capture PCK in its complexity. I: A. Berry, P. Freidrichsen & J. Loughran (red.), Re- examining pedagogical content knowledge in science educakon (s ). New York and London: Routledge. Holst, F. (2010). At arbejde professionelt med undervisningsfaglighed i musik: et udviklingsprojekt med et anderledes koncept. Dansk sang, 62(5). Illeris, K. (2015). Kompetence (2. udgave, 3. oplag). Frederiksberg: SamfundsliKeratur. Krogh, L.B. & Andersen, H.M. (2008). Naturfagslærerens vidensgrundlag med udgangspunkt i PCK. MONA, 2008(3).s Loughran, J., Milroy, P., Berry, A., Mulhall, P. & Gunstone, R. (2001). Science cases in acoon: DocumenOng science teachersʼ pedagogical content knowledge through PaP- ers. Research in Science EducaKon, 31, s

14 Loughran, J., Berry, A. & Mulhall, P. (2006). Understanding and developing science teachers pedagogical content knowledge. RoKerdam: Sense Publishers. Loughran, J., Berry, A. & Mulhall, P. (2012). Understanding and developing science teachers pedagogical content knovledge (2. udgave). RoKerdam: Sense Publishers. Magnusson, S., Krajcik, J. & Borko, H. (1999). Nature sources and development og pedagogical content knowledge for science teaching. I: J. Gess- Newsome & N.G. Lederman (red.), Examining pedagogical content knowledge (s ). Dordrecht, The Netherlands: Kluwer. Mogensen, A. (2015). LekKonsstudier i skolen. Kollegial sparring gennem fælles studier. Frederikshavn: Dafolo. Nielsen, B.L. (2008). Læreruddannelse, naturfag og PCK. MONA, 2008(4), s Nilsson, P. (2014). When teaching makes a difference: Developing science teachers pedagogical content knowledge through learning study. InternaKonal Journal of Science EducaKon, 36(11), s Peressini, B., Borko, H., Romagnano, L., Knuth, E. & Willis, C. (2004). A conceptual framework for learning to teach secondary mathemaocs: A situaove perspecove. EducaKonal Studies in MathemaKcs, 56(1), s Petersen, J.H. (2011). Hvordan bliver fagdidakoske værktøjer fra læreruddannelsen Ol en del af lærernes undervisningsfaglighed? MONA, 2011(2), s Schnack, K. (2000). Faglighed, undervisning og almen dannelse. I: H.J. Kristensen & K. Schnack, Faglighed og undervisning (s ). København: Gyldendal uddannelse. Shulman, L. (1986a). Paradigms and research programs in the study of teaching: A contemporary perspecove. I: M.C. WiKrock (red.), Handbook of research on teaching (s. 3-36). New York: Macmillan. Shulman, L. (1986b). Those who understand: Knowledge growth in teaching. EducaKonal researcher, 15(2), s Shulman, L. (1987). Knowledge and teaching: FoundaOons of the new reform. Harvard EducaKonal Review, 57(1), s Shulman, L. (2015). PCK: Its genesis and exodus. I: A. Berry, P. Freidrichsen & J. Loughran (red.), Re- examining pedagogical content knowledge in science educakon (s ). New York and London: Routledge. Smith, P.S. & Banilower, E.R. (2015). Assessing PCK a new applicaoon of the uncertainty principle. I: A. Berry, P. Freidrichsen & J. Loughran (red.), Re- examining pedagogical content knowledge in science educakon (s ). New York and London: Routledge. Uddannelses- og Forskningsministeriet. (2015). Bekendtgørelse om uddannelse Kl professionsbachelor som lærer i folkeskolen. Lokaliseret den 2. juni 2016 på: hkps:// Undervisningsministeriet. (2015). Kompetencedækning i folkeskolen Lokaliseret den 8. juni 2016 på: hkps:// /media/uvm/filer/udd/folke/pdf16/feb/ Notat- om- kompetencedaekning ashx

15 Personal PCK is the knowledge of, reasoning behind, and planning for teaching a parocular topic in a parocular way for a parocular purpose to parocular students for enhanced student outcomes (ReflecOon on AcOon, Explicit) Personal PCK&S is the act of teaching a parocular topic in a parocular way for a parocular purpose to parocular students for enhanced student outcomes (ReflecOon in AcOon, Tacit or Explicit) (Gess Newsome, 2015 based on Loughran 2012)

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37 Pedagogical Content Knowledge (PCK) et tiltrængt naturfagsdidaktisk forskningsfelt i Danmark? Jens Jakob Ellebæk, UC Syddanmark Birgitte Lund Nielsen, VIA University College Abstract: Artiklen præsenterer