Abstract
This chapter focuses on how the Refined Consensus Model (RCM) of PCK for teaching science provides a useful conceptual framework for informing a methodological approach to PCK research called “PCK mapping”. The PCK map approach, as it is known, was originally designed to identify and illustrate interactions among PCK constituent components through visualisation and quantification. In this chapter, we first describe and discuss aspects of the PCK map approach as they relate to the RCM. These aspects include (1) the theoretical underpinnings and assumptions of the approach, (2) step-by-step procedures of the approach, (3) its applications and usefulness to PCK research, and (4) contributions of the approach to advancing research on PCK. We also illustrate how repositioning the PCK map approach within the RCM enabled us to critique methodologies in two previous science education studies where we utilised the PCK map approach in different ways, while identifying and addressing methodological issues. Finally, we highlight the potential of the PCK map approach as a methodological tool to capture the essence of science teachers’ enacted PCK (ePCK) throughout the pedagogical cycle of planning, enactment, and reflection, and the knowledge exchanges occurring between the realms of pPCK and ePCK.
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Park, S., Suh, J.K. (2019). The PCK Map Approach to Capturing the Complexity of Enacted PCK (ePCK) and Pedagogical Reasoning in Science Teaching. In: Hume, A., Cooper, R., Borowski, A. (eds) Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science. Springer, Singapore. https://doi.org/10.1007/978-981-13-5898-2_8
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DOI: https://doi.org/10.1007/978-981-13-5898-2_8
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