Do subject matter knowledge, pedagogical knowledge, and pedagogical content knowledge constitute the ideal gas law of science teaching?

Norman G. Lederman · Julie Gess‐Newsome

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Science Education and Pedagogy Mathematics Education and Teaching Techniques Teacher Education and Leadership Studies

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(1992). Do subject matter knowledge, pedagogical knowledge, and pedagogical content knowledge constitute the ideal gas law of science teaching? Journal of Science Teacher Education: Vol. 3, No. 1, pp. 16-20.

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1986Those Who Understand: Knowledge Growth in Teaching 1987Knowledge and Teaching:Foundations of the New Reform 1986Handbook of research on teaching 1986Those Who Understand: Knowledge Growth in Teaching 1986Paradigms and research programs in the study of teaching 1987Exploring teachers' thinking 1989Cognition and Improvisation: Differences in Mathematics Instruction by Expert and Novice Teachers 1989Prior Beliefs and Cognitive Change in Learning to Teach

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1998Developing science teachers' pedagogical content knowledge 2004In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice 2016Developing biology teachers’ pedagogical content knowledge through learning study: the case of teaching human evolution 2017Development and Validation of Measures of Secondary Science Teachers’ PCK for Teaching Photosynthesis

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