Abstract
Since its introduction, pedagogical content knowledge (PCK) has been widely written about in the science education research literature. It has served as an alluring concept amongst many of the discussions on the teaching and learning of science. This paper reviews and draws together empirical research on a specific PCK lens, consisting of two tools: a Content Representation (CoRe) and Pedagogical and Professional Experiences Repertoires (PaP-eRs). Both tools were originally developed by Loughran et al. (2006) and have since been used by a variety of educational researchers and practitioners within their own contexts. This paper seeks to present how CoRes and PaP-eRs have helped conceptualise and advance PCK research, including the impact this has had on the professional practice of teachers. This paper, in so doing, also demonstrates how this PCK lens can facilitate effective teaching and learning in science education.
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