Assessing Teachers’ Science Content Knowledge: A Strategy for Assessing Depth of Understanding

McConnell, Tom J.; Parker, Joyce; Eberhardt, Jan

doi:10.1007/s10972-013-9342-3

Cited by 45 publications

(35 citation statements)

References 30 publications

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“…Content knowledge is an important characteristic of effective science teachers. (McConnell et al, 2013) state that assessment of teacher content knowledge poses several challenges. Educators and researchers need a strategy for assessing teacher content knowledge that is efficient but authentic, offers some level of standardization, can be applied to multiple content areas, and provides insight into teachers deep understandings of science concepts, even when applied to small sample groups (Goldey et al, 2012).…”

Section: Participants' Profilementioning

confidence: 99%

Technological Pedagogical and Content Knowledge of Biology Prospective Teachers

2017

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This research was conducted for analyzing Technological Pedagogical and Content Knowledge (TPACK) of biology prospective teachers in Riau Province. The study was carried out to fulfill Indonesian Government's policy on Indonesian Qualification Framework (IQF) 6-Level. This development research aimed to analyze, design and develop a model to enhance the competency and competitiveness of Education College graduates to meet their professional, social and industrial needs. This paper discussed a preliminary study of the developed models for strenghtening the prospective teachers from Biology Education Departement, conducted through a survey of 243 students from four different colleges of education in Riau Province. The data were collected through a test and interview. The instruments used contained seven variables of knowledge, namely Technology, Paedagogy, Content, Technological Paedagogy, Technological Content, Technological knowledge and TPACK. The instruments was improved through their validity and reliability test. The TPACK performance of Prospective Biology teachers seemed low. Based on the need analysis two products will be generated. First, a lesson design and the second was a work books. This study had an implications for increasing the competence of biology education graduates. The lesson design and competency test instruments could be used for College of Biology Education and teacher professional education in developing competency test for selection system. The TPACK workbook could be used as teacher enrichment in sustainable profession development such as classroom action research, learning innovation contest, and science teacher olympiad.

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Section: Participants' Profilementioning

confidence: 99%

Technological Pedagogical and Content Knowledge of Biology Prospective Teachers

2017

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“…Tests for the assessment of (primary) teachers' content knowledge are described, for example, in ), and McConnell, Parker, and Eberhardt (2013.…”

Section: Measurementmentioning

confidence: 99%

Early Science Education – Goals and Process-Related Quality Criteria for Science Teaching

2017

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“…One of the characteristics of effective science teacher is having a deeper understanding of the concepts in science [23]. PaP-eRs explains specific aspects of the CoRe and the teachers' ability to teach the content itself [22].…”

Section: Introductionmentioning

confidence: 99%

“…PaP-eRs explains specific aspects of the CoRe and the teachers' ability to teach the content itself [22]. Teachers' PCKwho teach the same subject area depends on the expertise and the specialness of different individuals who are influenced by the context or learningatmosphere, content knowledge, and experience [23] [20]. A PaP-eRs illustrates the reasoning includedhow to teach a specific aspects of the content of science and was designed to uncover things that specifics of the PCK.…”

Section: Introductionmentioning

confidence: 99%

Teachers' Ability to Integrated Reasoning and Student Wellbeing in Pedagogical Content Knowledge

Destiansari¹,

Widodo²,

Purwianingsih³

2017

Proceedings of the 2016 International Conference on Mathematics and Science Education

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Abstract-This research aimed to analyze the teachers' ability in integrating reasoning and students' wellbeing in the PCK. Research method used was case study. The subject of research is two science teachers in grade VII of junior high school in Bandung. Teachers' PCK were analyzed before and after reasoning and students' wellbeing training. The results showed that PCK early made by teachers have not integrated reasoning and students' wellbeing yet. After being given training, teachers developed their PCK and integrated reasoning and students' wellbeing at PCK. The integration of reasoning in the PCK were presented with the questions created by teachers which asked the reasons based on the students' answers. Students' wellbeing which considered by the teacher at PCK is linked to the cognitive domain of students' wellbeing itself. Description of teacher reflection illustrates that teachers have the ability to integrate reasoning and students' wellbeing into the PCK.

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Assessing Teachers’ Science Content Knowledge: A Strategy for Assessing Depth of Understanding

Cited by 45 publications

References 30 publications

Technological Pedagogical and Content Knowledge of Biology Prospective Teachers

Technological Pedagogical and Content Knowledge of Biology Prospective Teachers

Early Science Education – Goals and Process-Related Quality Criteria for Science Teaching

Teachers' Ability to Integrated Reasoning and Student Wellbeing in Pedagogical Content Knowledge

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