How I might support teachers (science) in developing different types of knowledge

I would use the following framework adapted from Shulman’s (1986) original conceptualization of teacher knowledge to support science teachers:

General pedagogical knowledge –

 • understanding how to moderate discussions, design group work, organize materials for student use, utilize texts and media, etc.

Content knowledge –

• understanding of a domain’s concepts, theories, laws, principles, history, classic problems, and explanatory frameworks that organize and connect its major ideas

Pedagogical content knowledge –

• knowledge of how students understand the subject matter, what theories of natural phenomena they hold and how these may differ from scientific explanations

• knowledge of the types of ideas appropriate for learners of different ages to explore

• knowledge of ideas that are prerequisites for students’ understanding of target concepts

• understanding how to select representations, analogies, and activities that help learners conceptualize science ideas

• knowledge of how to scaffold students’ reasoning processes (e.g. problem-posing, distinguishing theory from evidence, adjudicating between rival hypotheses, etc.) and skills of various kinds related to scientific work (e.g. planning investigations, working with data, communicating findings, constructing arguments, etc.)

 • understanding of subject-specific assessment strategies

Disciplinary knowledge –

 • understanding the purposes of science inquiry

• knowledge of domain-specific methods of investigation

• understanding the nature of relationships between scientific models and data

• knowledge of standards for evidence and argument held in various fields of science, etc.

• recognizing reputable sources of information and distinguishing them from pseudo-science, commercial reports, secondary sources, etc.