Role Of Ppk And Constructivism

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Science Teaching and Learning: The role of PCK and Constructivism Introduction: Shulman described pedagogical content knowledge (PCK) as “the most useful forms of [content] representation, the most powerful analogies, illustrations, examples, explanations and demonstrations in a word, the ways of representing and formulating the subject that makes it comprehensible for others” (Gess-Newsome & Lederman, 1999). Constructivism is the notion that learning is influenced by prior experiences thus people construct their own meanings from what they experience, rather than acquiring knowledge from other sources. (Bennett, 2003) Pedagogical Content Knowledge: According to Shulman and Grossman, PCK on the other hand is the knowledge that educators utilize to ensure that the students are able to grasp the content of the subject thus expanding their competence on the subject. (Park, Jang, Chen, & Jung, 2011) There has been a number of conceptions since Shulman defined PCK. Carter (1990) said that PCK is how teachers are able to modify the knowledge about their subject matter (PCK) to ensure that the learners understand while ensuring that it still pertains to the school curriculum. At a later stage Grossman (1990) increased the concept to have four sections and his conceptualization was expanded further, by Park and Oliver (2008a, 2008b), to now have a fifth component. (Park, Jang, Chen, & Jung, 2011) PCK is the knowledge that educators gain through their experiences and this

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