Pedagogical content knowledge (PCK) is a complex and multi-faceted concept. Broadly defined, PCK allows teachers to transform subject matter knowledge, knowledge of context, and pedagogical knowledge into instruction so diverse learners can achieve conceptual understanding in the classroom. Due to its complexity, PCK is difficult to observe and document. The purpose of this study is to optimize the data collection process and characterize high school chemistry teachers’ topic-specific PCK. This study proposes a model of PCK synthesized from the literature, as well as a four-stage data collection method aimed at improving PCK data quality. This method employs interviews, classroom observations, observational protocols, and guided teacher reflections, and seeks to elucidate data from three measurable indicators: explication — what teachers state about their mental frameworks and planning; enactment — classroom instruction; and reflection —teachers’ responses to their instruction, which informs changes in their PCK. Data collection and analysis were coupled with a novel data reduction technique employed to map data from the four-stage method onto the six PCK components: Orientation to teaching chemistry, teacher self-efficacy, chemistry curriculum, students’ understanding of chemistry, instructional strategies in chemistry, and assessment. Five teachers participated in the main study focused on chemical bonding, a crosscutting and foundational topic in chemistry. Results include emergent themes which characterize chemical bonding PCK in the context of chemistry PCK components.  Results and implications for future research, pre-service teacher education, and professional development will be presented.

Topic-specific pedagogical content knowledge (PCK) in chemistry: A characterization of chemical bonding PCK in high school teachers

249th National Meeting (2015)

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