Abstract
The previous chapters of this book have illustrated how developing metacognitive awareness of learning in the physical sciences holds potential for generating insight into not only the nature of science subject matter, but also the learning of subject with distinct advantages for self-regulation of personal learning and emergent implications for teaching. This chapter explores the generation of pedagogical insight through the application of a Subject Matter Learning Audit (SMLA) approach and presents empirical case study data showing how pre-service teachers, at an early stage in their professional training, employ knowledge of their own learning of subject in the formulation of teaching. We argue that personal learning experience is an undervalued avenue for the development of science pedagogical knowledge and conclude by discussing some important implications for the education of primary school teachers.
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Heywood, D., Parker, J. (2009). The Subject Matter Learning Audit and the Generation of Pedagogical Content Knowledge. In: The Pedagogy of Physical Science. Contemporary Trends and Issues in Science Education, vol 38. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-5271-2_7
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