Teachers can overcome challenges to inquiry by developing pedagogical process knowledge (PPK): the PISCES experience

Colin Smith, Allan Blake, Peter Gray, Fearghal Kelly

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

Abstract

This chapter tells a story of empowerment through professional learning of teachers participating in a professional learning module (PISCES) in which they developed forms of knowledge that enhanced their theories of practice, or practitioner theory, around how to support student learning through inquiry. It is argued that educational learning is complex and that contexts vary both within and across countries in the project, so teachers have to be trusted as the professionals in situ. Therefore, the model of empowerment used was one of bringing conceptual tools to them to support their thinking about their practice and its current relationship with inquiry and scientific thinking, supporting them in developing questions that would lead to experiments in their practice, and the chance to report on those and learn from each other. These conceptual tools are described. The narrative describes the changes or enhancements to their practice that the teachers developed themselves in order to solve pedagogical problems around inquiry that they had identified using the conceptual tools. These changes are argued to show development of an under conceptualised form of teacher knowledge – namely, knowledge of how to support processes such as inquiry and scientific thinking in their students. This knowledge is made explicit through the concept of PPK that is seen as a partner to the already established concept of PCK and these, together, form an important component of teachers’ theories of practice.
Original languageEnglish
Title of host publicationInquiry in science education and science teacher education
Subtitle of host publicationresearch on teaching and learning through inquiry based approaches in science (teacher) education
EditorsMarit Honerød Hoveid, Peter Gray
Place of PublicationTrondheim
Pages83-122
Number of pages40
Publication statusPublished - Aug 2013

Keywords

  • science education
  • inquiry based science teaching
  • science teaching

Fingerprint Dive into the research topics of 'Teachers can overcome challenges to inquiry by developing pedagogical process knowledge (PPK): the PISCES experience'. Together they form a unique fingerprint.

  • Projects

    Research Output

    • 1 Paper
    • 1 Other contribution

    Promoting Inquiry in Science Classrooms in European Schools: a Handbook for Tutors

    Smith, C., Blake, A., Kelly, F., Gray, P. & Mcnally, J., 2011, 94 p. University of Strathclyde.

    Research output: Other contribution

    File
  • ‘Just give me the answer’: developing pedagogical process knowledge (PPK) as part of practitioner theory in the pursuit of inquiry-based science teaching

    Smith, C., Blake, A., Kelly, F., Gray, P., Mckie, M. & Mcnally, J., 2011. 24 p.

    Research output: Contribution to conferencePaper

    File
  • Activities

    • 2 Participation in workshop, seminar, course
    • 1 Editorial board member

    Tapir Academic Press (Publisher)

    Allan Blake (Editorial board member)
    Oct 2011Jun 2012

    Activity: Publication peer-review and editorial work typesEditorial board member

    Advanced Resources for Inquiry and Evaluation in Science

    Allan Blake (Participant)
    5 May 201123 Jun 2011

    Activity: Participating in or organising an event typesParticipation in workshop, seminar, course

    Promoting Inquiry Skills for a Curriculum for Excellence in Science

    Allan Blake (Participant)
    5 Oct 201010 Mar 2011

    Activity: Participating in or organising an event typesParticipation in workshop, seminar, course

    Cite this

    Smith, C., Blake, A., Gray, P., & Kelly, F. (2013). Teachers can overcome challenges to inquiry by developing pedagogical process knowledge (PPK): the PISCES experience. In M. H. Hoveid, & P. Gray (Eds.), Inquiry in science education and science teacher education: research on teaching and learning through inquiry based approaches in science (teacher) education (pp. 83-122). Trondheim.