High School Introduction Literature Review in Pedagogical Content Knowledge for Science Teachers

1. High School IntroductionLiterature Review in Pedagogical Content Knowledge for Science Teachers John McNamara NextGen STEM Teacher Preparation in WA State 2019 PCK Working Group

2. A basic introduction to concepts in the NGSS/STEM for High School and how PCK can help improve teacher training. • As teachers are trained for HS level sciences, the basics of PCK remain the same: • 1) instilling subject matter content and knowledge (subject matter competence); Teachers of HS sciences (Physical Sciences, Chemistry, Biology, Life Sciences, Physics, Earth and Space Sciences, Computer Sciences) must be subject matter experts with some level of experience in the Disciplinary Core Ideas, Cross Cutting Concepts and Science and Engineering Practices. They should also be able to apply the appropriate mathematical concepts relevant to the various science disciplines and work with colleagues in math to do so.

3. A basic introduction to concepts in the NGSS/STEM for High School and how PCK can help improve teacher training. • 2) providing a variety of ways to represent subject matter to students (cultural context, engagement, relevance); • Following the state and NGSS goals of ‘All Standards for All Students’; Science as a Cultural Activity, Targeted Universalism (All students), teachers need to practice and master the ability to engage and involve all students in science subjects in ways relevant to their background. • (Start where the students are and bring them where they need to be)

4. A basic introduction to concepts in the NGSS/STEM for High School and how PCK can help improve teacher training. • 3) understanding specific learning difficulties students may have (Shulman, 1986, 1987) – All Standards for All Students, Targeted Universalism All teachers need to be able to work with or obtain help with special situations.

5. Where are you? What is your understanding… Nada, a little, some, are using: • Blue - Science and Engineering Practices • Orange - Disciplinary Core Ideas • Green - Crosscutting Concepts • Yellow - Performance Expectations

6. Levels of generality of PCK (hierarchy of PCK “types”) (Bell et al, 1998) the same for all levels: • Science PCK • Specific discipline PCK (e.g.- physics v. chemistry) • Specific topic PCK (e.g. – evolution, cellular respiration, chemical reactions, physical laws, ecosystem diversity) • Regardless of the topic, HS teachers need to be able to engage students of various backgrounds in all subject matters • What is relevant to them? • Where are they? Where are they going? (NOT all are going to be “STEM” people…but how can they understand the importance and applications?

8. High School level PCK • More specific topics and examples PCK • More in depth at all levels of scientific organization • More subjects to cover in depth (physical science, physics, life sciences, biology, chemistry, earth science, ecology) • Must be able to relate multiple disciplines so that students can see the importance not only of specialization, but how specifics apply generally

9. High School Teachers Knowledge for PCK • In depth Scientific Content Knowledge expected • Higher expectations/ability to reach differing types of learner

10. High School Teachers Knowledge and Delivery. • Taught by multiple individuals (the High School faculty are a team that work together to help students learn not only specifics, but their place in the world at large) • Level of consistency in subject coverage • Integration among subjects explicit or even value • Consistency in approach to teaching (inquiry, directed inquiry, group projects)

11. High School Teachers Knowledge and Delivery • Goals of learners come into play • College bound • Subject in college • Science based • Non science based • Type of college, expectations

12. High School Teachers Knowledge and Delivery. • Non college bound • CTE ,science and technology • No career planned • Non science career • All students need and can benefit from STEM understanding abilities in a variety of ways

13. Teacher Preparation PCK Explicit goals • Deep subject matter knowledge, perhaps in more than one discipline • Ability to work as a group of teachers across disciplines and grade levels (Developing collaborative ways of relating to other teachers (social))

14. Teacher Preparation PCK Explicit goals: • Pedagogical skills more broad to relate to a wider variety of students. • Perhaps more sensitivity to ‘science isn’t everything’ and relating to non-science fields and the world in general.

15. Teacher Preparation PCK Explicit goals: • In the context of the NGSS, the “Deep Subject Matter Knowledge” invokes understanding the DCIs in each subject (appropriate to teacher or teacher team). • In the context of the NGSS, both content knowledge and to an extent pedagogical approaches are embedded in the Science and Engineering Practices and the Cross-Cutting Concepts, which are listed here:

16. Science and Engineering Practices • Analyze and interpret data • Asking questions and Defining Problems • Constructing Explanations and Designing Solutions Developing and Using Models • Engaging in Argument from Evidence • Obtaining, Evaluating, and Communicating Information • Planning and Carrying out investigations • Using Mathematics and Computational Thinking

18. Crosscutting Concepts • Cause and Effect: Mechanism and explanation • Energy and Matter • Patterns • Scale, proportion and quantity • Stability and Change Structure and Function • Systems and System Models • Influence of Engineering, Technology, and Science on Society and the Natural World

20. Physical Science • HS-PS1 Matter and its Interactions • HS-PS2 Motion and Stability: Forces and Interactions • HS-PS3 Energy • HS-PS4 Waves and their Applications in Technologies for Information Transfer

21. Life Science • HS-LS1 From Molecules to Organisms: Structures and Processes • HS-LS2 Ecosystems: Interactions, Energy, and Dynamics • HS-LS3 Heredity: Inheritance and Variation of Traits • HS-LS4 Biological Evolution: Unity and Diversity

22. Earth and Space Sciences • HS-ESS1 Earth's Place in the Universe • HS-ESS2 Earth's Systems • HS-ESS3 Earth and Human Activity

23. HS-ESS3 Earth and Human Activity