Pedagogical content knowledge (PCK) is a complex and multi-faceted concept. Broadly defined, PCK is a part of teaching knowledge that allows for the metamorphosis of subject matter knowledge (SMK), among other knowledge bases, so that diverse learners can achieve conceptual understanding in the classroom. Due to its complexity, PCK is difficult to observe and document. This study proposes a model of PCK and a four-stage method aimed at closing gaps in PCK observation while improving the quality of data collected. A pilot study focused on acid/base instruction in high school chemistry classrooms was conducted using this new method and compared to the current literature on PCK. This poster presents the results of the qualitative analysis on one pilot study teacher and an evaluation of the efficacy of the new PCK research method. Plans for the main study and future implications will also be presented.

Topic-specific pedagogical content knowledge (PCK) in chemistry: Capturing and characterizing high school chemistry acid/base instruction during a pilot study

247th National Meeting (2014)

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