Collaborative Research: A PCK Summit: Current and Future Research Directions

合作研究：PCK 峰会：当前和未来的研究方向

• 批准号: 1109596
• 负责人: Julie Gess-Newsome
• 金额: $ 3.29万
• 依托单位: Northern Arizona University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-09-01 至 2012-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1109596&HistoricalAwards=false
• 关键词: Collaborative; Research; PCK; Summit; Current

This project seeks to advance understandings of teacher professional knowledge in science. It focuses on bringing greater clarity to the pedagogical content knowledge (PCK) construct, the model of professional knowledge in which PCK is embedded, and its implications for enhancing teacher practice and student learning. Thirty participants from eight countries will take on the task of contributing to and/or completing this synthesis through a summit and follow-up activities. A set of recommendations will be made to guide future research aimed at advancing this field of study.This is a very worthy project in science education research. It is innovative and brings together world-wide experts in science education to develop products that will communicate refined models for teacher professional knowledge. The project draws on past NSF-supported research and builds on a highly diverse body of literature. It yields a wealth of information that could lead to a commonly accepted agreement among science education researchers about PCK and articulates future directions for collaborative research as well as instrument development and/or refinement.

该项目旨在促进对教师科学专业知识的理解。 它的重点是使更清晰的教学内容知识（PCK）的结构，专业知识的模型，其中PCK是嵌入式的，其影响，以提高教师的实践和学生的学习。来自8个国家的30名与会者将通过一次首脑会议和后续活动承担促进和/或完成这一综合报告的任务。将提出一系列建议来指导未来旨在推进该研究领域的研究。这是科学教育研究中非常有价值的项目。它是创新的，汇集了世界各地的科学教育专家，开发产品，将沟通教师专业知识的精致模型。该项目借鉴了过去NSF支持的研究，并建立在高度多样化的文献基础上。 它产生了丰富的信息，可能会导致一个普遍接受的协议之间的科学教育研究人员对PCK和阐明未来的合作研究方向，以及仪器的开发和/或完善。