Considering the Nature of Science Content Knowledge and Pedagogical Content Knowledge in Canadian Science Education Programs: An Environmental Scan
Saved in:
| Title: | Considering the Nature of Science Content Knowledge and Pedagogical Content Knowledge in Canadian Science Education Programs: An Environmental Scan |
|---|---|
| Language: | English |
| Authors: | Ellen Watson, Sarah Ragoub |
| Source: | Journal of Teaching and Learning. 2025 19(3):69. |
| Availability: | Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Pedagogical Content Knowledge, Science Education, Science Instruction, Scientific Principles, Science Teachers, Secondary School Teachers, Teacher Education Programs, Course Descriptions, Foreign Countries |
| Geographic Terms: | Canada |
| ISSN: | 1492-1154 1911-8279 |
| Abstract: | Science education scholars agree that it is important for teachers to be prepared to teach science as more than facts and information. Part of this preparation is understanding the nature, history, and philosophy of science and its impact on scientific knowledge. However, research has shown that science teachers are often unfamiliar with the ideas underpinning their discipline. To investigate teachers' preparation, this study presents the results of an environmental scan of secondary science-education programs across Canada, with respect to the inclusion of the nature, history, and philosophy of science in their course descriptions. Using pedagogical content knowledge as a framework, the exposure of future Canadian secondary-science teachers to the nature, history, and philosophy of science in their content and pedagogical content courses is described. The implications of the lack of inclusion of the nature, history, and philosophy of science in the course descriptions of secondary science teacher education programs are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1480738 |
| Database: | ERIC |
| Abstract: | Science education scholars agree that it is important for teachers to be prepared to teach science as more than facts and information. Part of this preparation is understanding the nature, history, and philosophy of science and its impact on scientific knowledge. However, research has shown that science teachers are often unfamiliar with the ideas underpinning their discipline. To investigate teachers' preparation, this study presents the results of an environmental scan of secondary science-education programs across Canada, with respect to the inclusion of the nature, history, and philosophy of science in their course descriptions. Using pedagogical content knowledge as a framework, the exposure of future Canadian secondary-science teachers to the nature, history, and philosophy of science in their content and pedagogical content courses is described. The implications of the lack of inclusion of the nature, history, and philosophy of science in the course descriptions of secondary science teacher education programs are discussed. |
|---|---|
| ISSN: | 1492-1154 1911-8279 |
