High School PCK in Physical Science (Physics and Chemistry) NextGen STEM Teacher Preparation in WA State 2019 PCK Working Group

According To NGSS (2013) Physical sciences performance expectations at the HS level: developing and using models planning and conducting investigations analyzing and interpreting data using mathematical and computational thinking constructing explanations understanding of several engineering practices, including design and evaluation. p. 117

According To NGSS (2013) High School Physical Sciences Core Ideas: HS-PS1 Matter and Its Interactions HS-PS2 Motion and Stability: Forces and Interactions HS-PS3 Energy HS-PS4 Waves and Their Applications in Technologies for Information Transfer p. 118

PCK Definition Most scholars agree that PCK includes Since the naming of pedagogical content knowledge (PCK) by Lee Shulman in 1986, much of the last twenty years has been devoted to defining PCK and determining ways in which to measure it. Most scholars agree that PCK includes the ways of representing and formulating the subject that make it comprehensible to others the most useful forms of representation of those ideas the most powerful analogies, illustrations, examples, explanations, and demonstrations Understanding of preconceptions and alternate conceptions that students bring with them to the classroom Of different ages and backgrounds Subject matter knowledge for teaching and PCK influence one another (Daehler & Shinohara, 2001; Kinach, 2001)

Pentagon model of pedagogical content knowledge for teaching science Park, S., & Oliver, J. S. (2008b). National board certification (NBC) as a catalyst for teachers’ learning about teaching: The effects of theNBCprocess on candidate teachers’PCKdevelopment. Journal of Research in Science Teaching, 45(7), 812–834.

Hierarchy of PCK Science PCK Discipline PCK (e.g. chemistry PCK) Topic PCK (e.g. Gas law PCK) Predominantly about which laboratory experiments and activities should be used in the classroom includes knowing how and when to use specific representations of chemical phenomena, such as chemical symbols for elements or chemical reactions. Specific representations, such as powerful analogies, illustrations, and examples, specific to the Gas Laws - Bell, Veal & Tippins (1998)

Hierarchy of PCK To speak of representations and conceptions for science or chemistry is to talk about too broad a topic. To be meaningful, PCK for small discrete topics within the discipline of chemistry should be discussed. For example, the representations and conceptions surrounding the gas laws can be easily managed and will provide specific insight into PCK about this specific topic in the discipline of chemistry.

Different approaches for determining science teachers’ PCK and their relationship with different forms of PCK - Anne Hume · Rebecca Cooper · Andreas Borowski, Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science (2019)

Three Categories of Representation in Chemistry - Johnstone (1991) and Gabel (1993, 1998), Sande (2010) Three Categories of Representation in Chemistry Macroscopic Particulate Symbolic illustrations or drawings of molecules, atoms, ions and subatomic particles. (e.g. computer simulation of gas particles moving in a closed container.) open to direct observation (e.g. a balloon’s volume increasing as the pressure inside the balloon increases) symbols, equations, formula and graphs are placed. (e.g. P1V1 = P2V2 )

Three Categories of Representation in Chemistry Nakhleh (1992), Kruse & Roehrig, 2005; Lin, Cheng & Lawrenz, 2000) Three Categories of Representation in Chemistry Macroscopic Particulate Symbolic Lin, Cheng & Lawrenz 2000, Nakhleh 1993; Nurrenburn and Pickering 1987; Pickering 1990; Sawrey 1990, De Berg 1989 (Gabel, 1993, Bodner, 2000, Kozma & Russell, 1997, Levy, 2009). Investigation of the literature about the Gas Law PCK’s practice shows weak representation and understanding of the particulate nature of matter overemphasis on symbolic representations Representational Competency The ability to navigate between the three representations to achieve a deep understanding. Teachers’ representational competence is not well-known in the literature.