Making Sense of SCIENCE believes that well-prepared teachers are critical to student success, but understanding how teachers develop and grow their practice is complex to say the least.
In 2019, Repositioning Pedagogical Content Knowledge (PCK) in Teachers’ Knowledge for Teaching Science was released. This new resource helps unravel how PCK is interpreted, used, and measured in science education today. The Refined Consensus Model of PCK illustrates how a diverse range of knowledge and experience factors into teachers’ PCK.
UNPACKING THE REFINED CONSENSUS MODEL
Teachers bring a wealth of knowledge to the classroom, including subject matter content knowledge and pedagogical knowledge.
Teachers’ personal experiences also shape their practice. That is, how they learned as children and their continued professional learning experiences contribute to their classroom practices.
Teachers don’t teach in a vacuum. Their own learning context, including state-adopted standards, resources provided by their district and school, and each student’s unique background and needs all play into instruction.
Teachers also learn by doing. As they teach, their understanding of effective practice changes. As teachers gain knowledge from the ongoing cycle of planning, teaching, and reflecting (i.e., enacted PCK or ePCK), their personal PCK knowledge increases.
Until recently, there hasn’t been a science-specific tool for understanding what OTL looks like in the science classroom. Heller Research Associates, a long-time partner for the evaluation of Making Sense of SCIENCE professional learning, has developed a new rubric specifically designed to gauge science OTL. The rubric builds on generally accepted best practices in measuring OTL, while incorporating the specific needs for opportunity to learn in science.
Download the Science Lesson Scoring Rubric.