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: 1348278
• 负责人: Julie Gess-Newsome
• 金额: $ 1.18万
• 依托单位: Oregon State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-08-01 至 2014-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1348278&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。它侧重于使教学教学知识(PCK)的结构、嵌入PCK的专业知识模式及其对加强教师实践和学生学习的影响更加清晰。来自8个国家的30名与会者将通过首脑会议和后续活动承担促进和/或完成这一综合工作的任务。我们将提出一系列建议，以指导未来旨在推动这一领域研究的研究。这是一个非常有价值的科学教育研究项目。它具有创新性，将世界各地的科学教育专家聚集在一起，开发出将传达教师专业知识的精致模型的产品。该项目借鉴了过去由NSF支持的研究，并建立在高度多样化的文献基础上。它提供了丰富的信息，可能导致科学教育研究人员就PCK达成普遍接受的协议，并阐明了合作研究以及仪器开发和/或改进的未来方向。