PCK som ”Materialefaglighed” – videns og handlingsstrukturer i naturfagslokalet
Materiality in PCK – structures of knowledge and skills in the science classroom
Based on empirical data from three teachers’ practice in the field of primary science (science and technology),
the article discusses the relationship between materiality and the development of Pedagogical
Content Knowledge (PCK). Methodologically, narrative inquiry is used as an approach in the analysis of
the multiple data from in-depth interview, classroom observation and stimulated reflection. The results
show several types of connections and pathways for perceived PCK development. Both socio-material
resources and collegial collaboration around experiential material practice are highlighted. The analyzes
show that PCK in science and technology is not only perceived as cognitively tied to the individual, but also
linked to central materials and elements of the teachers’ practice. At the same time, teachers perceive
the development of PCK as being linked to the availability of particular socio-material structures, and to
meaningful collaboration with colleagues who can convey, exemplify and make available the knowledge
distributed in the materials. As a result of the analyzes, the concept of “Materialefaglighed” (Material-
PCK) is constructed and stated as an analytical concept that contains the science teacher’s distributed and
socio-materially linked knowledge, ability and doing.
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