Developing pedagogical content knowledge for the new sciences: The example of biotechnology

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dc.contributor.authorMoreland, Judy
dc.contributor.authorJones, Alister
dc.contributor.authorCowie, Bronwen
dc.date.accessioned2013-01-07T20:50:23Z
dc.date.available2013-01-07T20:50:23Z
dc.date.copyright2006-06
dc.date.issued2006
dc.description.abstractBiotechnology is an expanding area of scientific and community interest, one that it is important students understand because of its potential to impact on them and their communities. The issue for teachers and science and technology educators is how to provide learning experiences in this area. This paper draws on classroom‐based research to describe the challenges teachers face and the successes they can achieve when teaching an interdisciplinary subject such as biotechnology. It describes the components of pedagogical content knowledge that teachers require to teach such a subject and highlights planning strategies to enhance teachers' PCK and subsequent classroom interactions. Evidence is provided that biotechnology engages student interest and that students can develop an understanding of the nature of biotechnology and associated conceptual and procedural learning outcomes.en_NZ
dc.identifier.citationMoreland, J., Jones, A., & Cowie, B. (2006). Developing pedagogical content knowledge for the new sciences: The example of biotechnology. Teaching Education, 17(2), 143-155.en_NZ
dc.identifier.doi10.1080/10476210600680341en_NZ
dc.identifier.issn1470-1286
dc.identifier.urihttps://hdl.handle.net/10289/6987
dc.language.isoen
dc.publisherTaylor and Francisen_NZ
dc.relation.isPartOfTeaching Educationen_NZ
dc.relation.ispartofTeaching Education
dc.titleDeveloping pedagogical content knowledge for the new sciences: The example of biotechnologyen_NZ
dc.typeJournal Articleen_NZ
pubs.begin-page143en_NZ
pubs.editionJuneen_NZ
pubs.elements-id32283
pubs.end-page155en_NZ
pubs.issue2en_NZ
pubs.volume17en_NZ
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