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Pedagogical content knowledge of argumentation: Using classroom contexts to assess high‐quality PCK rather than pseudoargumentation
16 references·11 citing·40 second hop
Pedagogical content knowledge of argumentation: Using classroom contexts to assess high‐quality PCK rather than pseudoargumentation (2015)Pedagogical content knowledge of argument…Knowing What Students Know: The Science and Design of Educational Assessment (2013)Knowing What Students Know: T…Arguing to Learn in Science: The Role of Collaborative, Critical Discourse (2010)Arguing to Learn in Science: …Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers' Topic-Specific Knowledge of Students (2008)Unpacking Pedagogical Content…Taking science to school: learning and teaching science in grades K-8 (2008)Taking science to school: lea…Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals (2007)Revisiting the Conceptualisat…Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials (2006)Supporting Students' Construc…Designing Educative Curriculum Materials to Promote Teacher Learning (2005)Designing Educative Curriculu…In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice (2004)In search of pedagogical cont…Enhancing the quality of argumentation in school science (2004)Enhancing the quality of argu…Developing Measures of Teachers’ Mathematics Knowledge for Teaching (2004)Developing Measures of Teache…Constructing Measures : An Item Response Modeling Approach (2004)Constructing Measures : An It…Meaning Making in Secondary Science Classrooms (2003)Meaning Making in Secondary S…Developing science teachers' pedagogical content knowledge (1998)Developing science teachers' …Talking science: language, learning, and values (1991)Talking science: language, le…Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…Frame Analysis: An Essay on the Organization of Experience (1975)Frame Analysis: An Essay on t…Rethinking Science Education Practices: Shifting from Investigation-Centric to Comprehensive Inquiry-Based Instruction (2025)Rethinking Science Education …Rethinking the classroom science investigation (2020)Rethinking the classroom scie…Critical integrative argumentation: Toward complexity in students’ thinking (2020)Critical integrative argument…Acting with epistemic agency: Characterizing student critique during argumentation discussions (2020)Acting with epistemic agency:…A new application for the concept of pedagogical content knowledge: teaching advanced social science research methods (2019)A new application for the con…The pedagogy of argumentation in science education: science teachers’ instructional practices (2017)The pedagogy of argumentation…Moving Beyond Pseudoargumentation: Teachers’ Enactments of an Educative Science Curriculum Focused on Argumentation (2017)Moving Beyond Pseudoargumenta…Key challenges and future directions for educational research on scientific argumentation (2017)Key challenges and future dir…Factors impacting teachers' argumentation instruction in their science classrooms (2016)Factors impacting teachers' a…Developing and evaluating a paper-and-pencil test to assess components of physics teachers’ pedagogical content knowledge (2016)Developing and evaluating a p…An exploration of teacher learning from an educative reform-oriented science curriculum: Case studies of teacher curriculum use (2016)An exploration of teacher lea…Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners (2009)Inside the Black Box: Raising Standards through Classroom Assessment (2010)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)STEM integration in K-12 education : status, prospects, and an agenda for research (2014)National Council of Teachers of Mathematics (1979)Handbook of research on mathematics teaching and learning (1992)Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants (2009)Improving mathematics instruction through lesson study: a theoretical model and North American case (2009)Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research (2013)The consequences of modernity (1990)Risk Society, Towards a New Modernity (1994)The Uses of Argument (2003)TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse (2004)Science Education in Three-Part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals (2008)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Handbook of Qualitative Research (1994)Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms (2012)Teachers’ Content Knowledge and Pedagogical Content Knowledge (2012)The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality (2019)Judgment under Uncertainty (1982)Judgment Under Uncertainty: Heuristics and Biases. (1984)Handbook of research on teaching (1986)Knowledge and Teaching:Foundations of the New Reform (1987)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)The Presentation of Self in Everyday Life. (1956)Studies in Ethnomethodology. (1968)Establishing the norms of scientific argumentation in classrooms (2000)Where's the evidence that active learning works? (2006)Distinction: A Social Critique of the Judgement of Taste* (2018)Learning to Teach Argumentation: Research and development in the science classroom (2005)The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons (2006)Teacher questioning in science classrooms: Approaches that stimulate productive thinking (2007)Self‐Regulation in the Classroom: A Perspective on Assessment and Intervention (2005)Directrices para la traducción y adaptación de los tests: segunda edición (2013)What Is Agency? (1998)Framing Processes and Social Movements: An Overview and Assessment (2000)Crafting a Job: Revisioning Employees as Active Crafters of Their Work (2001)Professional Development in Integrating Technology Into Teaching and Learning: Knowns, Unknowns, and Ways to Pursue Better Questions and Answers (2007)Formative assessment: a critical review (2011)
this work references cited by second hop

References

  • 1986Those Who Understand: Knowledge Growth in Teaching18,524 cited
  • 1991Talking science: language, learning, and values3,996 cited
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  • 2013Knowing What Students Know: The Science and Design of Educational Assessment2,402 cited
  • 2008Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers' Topic-Specific Knowledge of Students1,679 cited
  • 2004Enhancing the quality of argumentation in school science1,564 cited
  • 2003Meaning Making in Secondary Science Classrooms1,284 cited
  • 2004Constructing Measures : An Item Response Modeling Approach1,236 cited
  • 2007Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals1,195 cited
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  • 1998Developing science teachers' pedagogical content knowledge1,101 cited
  • 2010Arguing to Learn in Science: The Role of Collaborative, Critical Discourse949 cited
  • 2004Developing Measures of Teachers’ Mathematics Knowledge for Teaching902 cited
  • 2006

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Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials
794 cited
  • 2004In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice779 cited
  • Cited by

    • 2020Rethinking the classroom science investigation128 cited
    • 2017Key challenges and future directions for educational research on scientific argumentation124 cited
    • 2016Factors impacting teachers' argumentation instruction in their science classrooms115 cited
    • 2017Moving Beyond Pseudoargumentation: Teachers’ Enactments of an Educative Science Curriculum Focused on Argumentation100 cited
    • 2016An exploration of teacher learning from an educative reform-oriented science curriculum: Case studies of teacher curriculum use94 cited
    • 2016Developing and evaluating a paper-and-pencil test to assess components of physics teachers’ pedagogical content knowledge87 cited
    • 2020Critical integrative argumentation: Toward complexity in students’ thinking80 cited
    • 2020Acting with epistemic agency: Characterizing student critique during argumentation discussions74 cited
    • 2025Rethinking Science Education Practices: Shifting from Investigation-Centric to Comprehensive Inquiry-Based Instruction72 cited
    • 2019A new application for the concept of pedagogical content knowledge: teaching advanced social science research methods71 cited
    • 2017The pedagogy of argumentation in science education: science teachers’ instructional practices66 cited