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http://dx.doi.org/10.5467/JKESS.2011.32.5.494

A Review of Teachers' Pedagogical Content Knowledge and Subject Matter Knowledge for Teaching Earth System Concepts  

Roehrig, Gillian H. (Department of Curriculum and Instruction, University of Minnesota)
Nam, Youn-Kyeong (Department of Curriculum and Instruction, University of Minnesota)
Publication Information
Journal of the Korean earth science society / v.32, no.5, 2011 , pp. 494-503 More about this Journal
Abstract
During the last three decades, earth science has been re-conceptualized as an interdisciplinary discipline entitled Earth System Science (ESS), which is based on knowledge of the physical earth system and human impact on the earth. While there is increasing effort to teach earth as a system in K-12 education, teachers' preparedness of to teach earth system is still in its infancy. This article focuses on reviewing the literature of teachers' knowledge of earth systems and of how teachers' knowledge of subject matter affects their teaching practice and pedagogical content knowledge (PCK). First, the study investigated a literature of PCK in general as well as in science teaching. Then this study duscuss what teachers' subject matter knowledge (SMK) is and what it means to be in teaching earth system science. Third, a literature of teachers' knowledge of earth system was reviewed. Finally, a number of suggestions and implications are made as to what teacher education program should do to better prepare future teachers to teach earth systems.
Keywords
Subject matter knowledge; Teacher education; Teacher knowledge; Pedagogical content knowledge;
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Times Cited By KSCI : 3  (Citation Analysis)
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