Eurasia Journal of Mathematics, Science and Technology Education

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

• Abell, S. K. (2008). Twenty Years Later: Does pedagogical content knowledge remain a useful idea? International Journal of Science Education, 30(10), 1405-1416. https://doi.org/10.1080/‌09500690802187041
• Akin, F. N., & Uzuntiryaki-Kondakci, E. (2018). The nature of the interplay among components of pedagogical content knowledge in reaction rate and chemical equilibrium topics of novice and experienced chemistry teachers. Chemistry Education Research and Practice, 19(1), 80-105. https://doi.org/10.1039/C7RP00165G
• Aydin, S., Demirdogen, B., Akin, F. N., Uzuntiryaki-Kondakci, E., & Tarkin, A. (2015). The nature and development of interaction among components of pedagogical content knowledge in practicum. Teaching and Teacher Education, 46, 37-50. https://doi.org/10.1016/j.tate.2014.10.008
• Barendsen, E., & Henze, I. (2019, March 31–April 3). Nature, Quality and Development of Pre-Service Teachers’ Early Pedagogical Constructions [Conference presentation]. National Association for Research in Science Teaching 92nd Annual International Conference, Baltimore, MD, USA.
• Brown, P., Friedrichsen, P., & Abell, S. (2013). The development of prospective secondary biology teachers PCK. Journal of Science Teacher Education, 24(1), 133-155. https://doi.org/10.1007/s10972-012-9312-1
• Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. Retrieved from https://bscs.org/‌resources/reports/the-bscs-5e-instructional-model-origins-and-effectiveness
• Carlson, J., Daehler, K. R., Alonzo, A. C., Barendsen, E., Berry, A., Borowski, A., Carpendale, J., Chan, K. K. H., Cooper, R., Friedrichsen, P., Gess-Newsome, J., Henze-Rietveld, I., Hume, A., Kirschner, S., Liepertz, S., Loughran, J., Mavhunga, E., Neumann, K., Nilsson, P., Park, S., Rollnick, M., Sickel, A., Schneider, R. M., Suh, J. K., van Driel, J., & Wilson, C. D. (2019). The refined consensus model of pedagogical content knowledge in science education. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science (pp. 77-94). Springer Nature. https://doi.org/10.1007/978-981-13-5898-2_15
• Chan, K. K. H., & Hume, A. (2019). Towards a consensus model: Literature review of how science teachers’ pedagogical content knowledge is investigated in empirical studies. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning Pedagogical Content Knowledge in teachers’ knowledge for teaching science (pp. 3-76). Springer Nature. https://doi.org/10.1007/978-981-13-5898-2_1
• Crawford, B. A. (2014). From inquiry to scientific practices in the science classroom. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education, Vol. II (Vol. 2, pp. 515-542). Routledge.
• Demirdöğen, B., Hanuscin, D. L., Uzuntiryaki-Kondakci, E., & Köseoğlu, F. (2016). Development and Nature of Preservice Chemistry Teachers’ Pedagogical Content Knowledge for Nature of Science. Research in Science Education, 46(4), 575-612. https://doi.org/10.1007/s11165-015-9472-z
• Department for Education. (2014). The national curriculum in England: Key stage 3 framework document. Retrieved from https://www.gov.uk/‌government/publications/national-curriculum-in-england-science-programmes-of-study
• Diorio, J. A., & Munro, J. A. (2000). Doing Harm in the Name of Protection: Menstruation as a topic for sex education. Gender and Education, 12(3), 347-365. https://doi.org/10.1080/713668302
• Friedrichsen, P., & Berry, A. (2015). Science teacher PCK learning progressions: Promises and challenges. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education. (pp. 214-228). Routledge.
• Friedrichsen, P., Abell, S. K., Pareja, E. M., Brown, P. L., Lankford, D. M., & Volkmann, M. J. (2009). Does teaching experience matter? Examining biology teachers' prior knowledge for teaching in an alternative certification program. Journal of Research in Science Teaching, 46(4), 357-383. https://doi.org/10.1002/tea.20283
• Friedrichsen, P., van Driel, J. H., & Abell, S. K. (2011). Taking a closer look at science teaching orientations. Science Education, 95(2), 358-376. https://doi.org/10.1002/sce.20428
• Gess-Newsome, J. (2015). A model of teacher professional growth and skill including PCK: Results of the thinking from the PCK Summit. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 28-42). Routledge.
• Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. Teachers College Press.
• Henderson, L., & Tallman, J. (2006). Stimulated recall and mental models, tools for teaching and learning computer information literacy. The Scarecrow Press.
• Jong, O. D., van Driel, J. H., & Verloop, N. (2005). Preservice teachers’ pedagogical content knowledge of using particle models in teaching chemistry. Journal of Research in Science Teaching, 42(8), 947-964. https://doi.org/10.1002/tea.20078
• Juhler, M. V. (2017). Educating pre-service science teachers; promoting PCK development through the use of lesson study combined with content representation [Doctoral dissertation], University of Stavanger. Retrieved from https://uis.brage.unit.no/uis-xmlui/handle‌/11250/2437229
• Kaya, O. N. (2009). The nature of relationships among the components of pedagogical content knowledge of preservice science teachers: ‘Ozone layer depletion’ as an example. International Journal of Science Education, 31(7), 961-988. https://doi.org/10.1080/09500690801911326
• Kellner, E., Gullberg, A., Attorps, I., Thorén, I., & Tärneberg, R. (2011). Prospective teachers’ initial conceptions about pupils’ difficulties in science and mathematics: A potential resource in teacher education. International Journal of Science and Mathematics Education, 9(4), 843-866. https://doi.org/10.1007/s10763-010-9232-5
• Kind, V. (2009). Pedagogical content knowledge in science education: Perspectives and potential for progress. Studies in Science Education, 45(2), 169-204. https://doi.org/10.1080/03057260903142285
• Krepf, M., Plöger, W., Scholl, D., & Seifert, A. (2018). Pedagogical content knowledge of experts and novices—what knowledge do they activate when analyzing science lessons? Journal of Research in Science Teaching, 55(1), 44-67. https://doi.org/10.1002/tea.21410
• Lederman, N. G., & Lederman, J. S. (2019). Teaching and Learning of Nature of Scientific Knowledge and Scientific Inquiry: Building Capacity through Systematic Research-Based Professional Development. Journal of Science Teacher Education, 30(7), 737-762. https://doi.org/10.1080/1046560X.‌2019.1625572
• Lidstone, M.-L., & Hollingsworth, S. (1992). A Longitudinal Study of Cognitive Change in Beginning Teachers: Two Patterns of Learning to Teach. Teacher Education Quarterly, 19(4), 39-57. http://www.jstor.org/stable/23475135
• Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 95-132). Kluwer. https://doi.org/10.1007/0-306-47217-1_4
• Mavhunga, E. (2020). Revealing the structural complexity of component interactions of topic-specific PCK when planning to teach. Research in Science Education, 50(3), 965-986. https://doi.org/‌10.1007/s11165-018-9719-6
• Meade, P., & McMeniman, M. (1992). Stimulated recall — An effective methodology for examining successful teaching in science. The Australian Educational Researcher, 19(3), 1-18. https://doi.org/‌10.1007/bf03219515
• Ministry of Education and Research. (2009). The teacher - the role and the education, Report No. 11 to the Storting [2008-09] ((St. meld. nr. 11 [2008-09]). https://www.regjeringen.no/no/dokumenter/stmeld-nr-11-2008-2009-/id544920/
• Mullis, I. V. S., Martin, M. O., Goh, S., & Cotter, K. (2015). IMSS 2015 Encyclopedia: Education Policy and Curriculum in Mathematics and Science. Retrieved from http://timssandpirls.bc.edu/timss2015/‌encyclopedia/
• Nilsson, P. (2008). Teaching for Understanding: The complex nature of pedagogical content knowledge in pre‐service education. International Journal of Science Education, 30(10), 1281-1299. https://doi.org/10.1080/09500690802186993
• Norville, K., & Park, S. (2019, March 31–April 3). Pedagogical content knowledge development in preservice science teachers during student teaching [Conference poster]. National Association for Research in Science Teaching 92nd Annual International Conference, Baltimore, MD, USA.
• Norwegian Directorate for Education and Training. (2013). Læreplan i naturfag [Natural science subject curriculum]. https://www.udir.no/kl06/NAT1-03/
• Olufsen, M., Karlsen, S., & Ødegaard, M. (2017). Endringer i lærerstudenters kompetanser? En casestudie fra en ny lærerutdanning ved UiT Norges arktiske universitet [Changes in pre-service teachers’ competences? A case study from a new teacher education program at UiT The Arctic University of Norway]. Nordic Studies in Science Education, 13(2), 117-133. https://doi.org/10.5617/‌nordina.3140
• Park, S., & Chen, Y. C. (2012). Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms. Journal of Research in Science Teaching, 49(7), 922-941. https://doi.org/10.1002/tea.21022
• Park, S., & Suh, J. K. (2019). The PCK map approach to capturing the complexity of enacted PCK (ePCK) and pedagogical reasoning in science teaching. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning Pedagogical Content Knowledge in teachers’ knowledge for teaching science. Springer Nature. https://doi.org/10.1007/978-981-13-5898-2_8
• QSR International. (2018). NVivo 12 Plus. In (Version 12.4.0.741) [Computer software]. QSR International Pty Ltd.
• Schneider, R. M. (2015). Pedagogical content knowledge reconsidered: A teacher educator's perspectice. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 162-177). Routledge.
• Schneider, R. M., & Plasman, K. (2011). Science teacher learning progressions: A review of science teachers’ pedagogical content knowledge development. Review of Educational Research, 81(4), 530-565. https://doi.org/10.3102/0034654311423382
• Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/‌0013189X015002004
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22. https://doi.org/10.17763/‌haer.57.1.j463w79r56455411
• Sickel, A. J., & Friedrichsen, P. (2018). Using multiple lenses to examine the development of beginning biology teachers’ pedagogical content knowledge for teaching natural selection simulations. Research in Science Education, 48(1), 29-70. https://doi.org/‌10.1007/s11165-016-9558-2
• Sorge, S., Stender, A., & Neumann, K. (2019). The development of science teachers’ professional competence. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning Pedagogical Content Knowledge in teachers’ knowledge for teaching science. Springer Nature. https://doi.org/10.1007/978-981-13-5898-2_6
• Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 443-465). Sage.
• Timmerman, G. (2009). Teaching skills and personal characteristics of sex education teachers. Teaching and Teacher Education, 25(3), 500-506. https://doi.org/10.1016/j.tate.2008.08.008
• UiT Norges Arktiske Universitet. (2016). Master of Education year 5-10 [Program Description]. https://uit.no
• van Driel, J. H., Berry, A., & Meirink, J. (2014). Research on science teacher knowledge. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (Vol. 2, pp. 848-870). Routledge.
• van Driel, J. H., Jong, O. D., & Verloop, N. (2002). The development of preservice chemistry teachers’ pedagogical content knowledge. Science Education, 86(4), 572-590. https://doi.org/10.1002/sce.10010
• van Driel, J. H., Verloop, N., & de Vos, W. (1998). Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching, 35(6), 673-695. https://doi.org/10.1002/(SICI)1098-2736(199808)35:6<673::AID-TEA5>3.0.CO;2-J
• West, A. (2011). The development of veteran 9 th-grade physics teachers’ knowledge for using representations to teach the topics of energy transformation and transfer (Doctoral dissertation), University of Missouri--Columbia. https://doi.org/10.32469/10355/15822
• Yin, R. K. (2014). Case study research: Design and methods (5th ed.). SAGE.

APA

Sæleset, J., & Friedrichsen, P. (2021). Pre-service Science Teachers’ Pedagogical Content Knowledge Integration of Students’ Understanding in Science and Instructional Strategies. Eurasia Journal of Mathematics, Science and Technology Education, 17(5), em1965. https://doi.org/10.29333/ejmste/10859

Vancouver

Sæleset J, Friedrichsen P. Pre-service Science Teachers’ Pedagogical Content Knowledge Integration of Students’ Understanding in Science and Instructional Strategies. EURASIA J Math Sci Tech Ed. 2021;17(5):em1965. https://doi.org/10.29333/ejmste/10859

AMA

Sæleset J, Friedrichsen P. Pre-service Science Teachers’ Pedagogical Content Knowledge Integration of Students’ Understanding in Science and Instructional Strategies. EURASIA J Math Sci Tech Ed. 2021;17(5), em1965. https://doi.org/10.29333/ejmste/10859

Chicago

Sæleset, Johannes, and Patricia Friedrichsen. "Pre-service Science Teachers’ Pedagogical Content Knowledge Integration of Students’ Understanding in Science and Instructional Strategies". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 5 (2021): em1965. https://doi.org/10.29333/ejmste/10859

Harvard

Sæleset, J., and Friedrichsen, P. (2021). Pre-service Science Teachers’ Pedagogical Content Knowledge Integration of Students’ Understanding in Science and Instructional Strategies. Eurasia Journal of Mathematics, Science and Technology Education, 17(5), em1965. https://doi.org/10.29333/ejmste/10859

MLA

Sæleset, Johannes et al. "Pre-service Science Teachers’ Pedagogical Content Knowledge Integration of Students’ Understanding in Science and Instructional Strategies". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 5, 2021, em1965. https://doi.org/10.29333/ejmste/10859