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 |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1480738 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1480738 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Considering the Nature of Science Content Knowledge and Pedagogical Content Knowledge in Canadian Science Education Programs: An Environmental Scan – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ellen+Watson%22">Ellen Watson</searchLink><br /><searchLink fieldCode="AR" term="%22Sarah+Ragoub%22">Sarah Ragoub</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Teaching+and+Learning%22"><i>Journal of Teaching and Learning</i></searchLink>. 2025 19(3):69. – Name: Avail Label: Availability Group: Avail Data: 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 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 21 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Principles%22">Scientific Principles</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Descriptions%22">Course Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1492-1154<br />1911-8279 – Name: Abstract Label: Abstract Group: Ab Data: 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1480738 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1480738 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 69 Subjects: – SubjectFull: Pedagogical Content Knowledge Type: general – SubjectFull: Science Education Type: general – SubjectFull: Science Instruction Type: general – SubjectFull: Scientific Principles Type: general – SubjectFull: Science Teachers Type: general – SubjectFull: Secondary School Teachers Type: general – SubjectFull: Teacher Education Programs Type: general – SubjectFull: Course Descriptions Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Canada Type: general Titles: – TitleFull: Considering the Nature of Science Content Knowledge and Pedagogical Content Knowledge in Canadian Science Education Programs: An Environmental Scan Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ellen Watson – PersonEntity: Name: NameFull: Sarah Ragoub IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1492-1154 – Type: issn-electronic Value: 1911-8279 Numbering: – Type: volume Value: 19 – Type: issue Value: 3 Titles: – TitleFull: Journal of Teaching and Learning Type: main |
| ResultId | 1 |
