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

2. 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

3. 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

4. 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)

5. 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.

6. 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)

7. 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.

8. 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)

9. 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 )

10. 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.