This paper addresses the question of how to develop prospective teachers' pedagogical content knowledge (PCK) in science teacher education. The main focus is on the knowledge transformation process and on the cognitive strategies used to shift prospective teachers' explanations within the domain of modelling thermal physical phenomena. This study…

There is considerable evidence that use of anthropomorphism and animism in science teaching is a common practice in all grades of education. However, not much is known about teachers' own views on the real reasons why they have been using animistic and anthropomorphic formulations or on the issue of whether animism and anthropomorphism should or…

Explores the issues and concerns identified by a small group of teachers implementing technology using the document "A Statement of Technology for Australian Schools". Reviews four key questions posed by the teachers and argues that teachers' questions about their own beliefs and practices should drive professional development in…

This paper tests the utility of a new sociocognitive frame for analysing the development of teachers' knowledge--the knowledge integration perspective (Linn, Eylon, & Davis, in press; Linn & Hsi, 2000). In doing so, the paper describes one prospective elementary teacher's developing knowledge and highlights its complexity. The prospective teacher…