The construction of subject matter knowledge in primary science teaching

Smith, Deborah; Neale, Daniel C.

doi:10.1016/0742-051x(89)90015-2

Cited by 297 publications

(174 citation statements)

References 19 publications

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“…This affirms that SMK plays a central role in teacher professional development (Bausmith & Barry, 2011) and that it has a strong connection to development of PCK and pupil learning. The results in our study also confirm earlier research findings that elementary school teachers often have limited SMK in science (Appleton, 2008;Smith & Neale, 1989) and that they tend to lack confidence in their adequacy as teachers (Appleton, 2006;Fleer, 2009). …”

Section: Discussionsupporting

confidence: 90%

Primary school teachers’ concerns and needs in biology and mathematics teaching

Kellner

Attorps²

2015

NorDiNa

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The aim of this paper is to provide insights into nine primary school teachers' concerns and instructional needs in biology and mathematics, grades 1 to 6. By using Content Representation, combined with Learning Study in an action research project, teachers were encouraged to reflect on their conceptions, processes of instructing and pupil learning. From concerns articulated by teachers three instructional needs emerged: (i) to make subject progression, especially in biology, and pupil learning more visible, (ii) to develop mathematics teaching in order to change pupils' views of the subject, and (iii) to develop teachers' subject matter knowledge and teaching in an ongoing collaborative process. The paper argues that in order to stimulate teacher professional development it is important to make teacher concerns and thereby needs explicit. They help teachers to identify and reflect on relations between teacher subject matter knowledge, pedagogical content knowledge and pupil learning.

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Section: Discussionsupporting

confidence: 90%

Primary school teachers’ concerns and needs in biology and mathematics teaching

Kellner

Attorps²

2015

NorDiNa

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“…Knowing strategies to help students overcome their difficulties is challenging (Magnusson et al, 1999;Smith & Neale, 1989). Weak subject matter knowledge can also limit teachers' ability to deal with students' ideas (Ball & Bass, 2000;Carlsen, 1992;Smith & Neale, 1989).…”

Section: The Students' Ideas Goalmentioning

confidence: 99%

“…Considering one's students and trying to anticipate their ideas, identify their actual ideas, and work with them in instruction all contribute to better understanding learners (Carpenter, Fennema, & Franke, 1996;Smith & Neale, 1989). Smith (1999) advocated that interviewing children about content is crucial for preservice teachers, noting, Reading articles that describe research on children's thinking about how plants get their food is interesting.…”

Section: How Do We Address the Students' Ideas Goal?mentioning

confidence: 99%

Beginning teachers moving toward effective elementary science teaching

2009

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ABSTRACT:We use a 10-year program of research centered on iterations of one elementary science methods course as a vehicle for exploring three important and interrelated goals for the learning of beginning elementary teachers. These include learning about inquiryoriented science teaching, using science curriculum materials effectively, and anticipating and working with students' ideas in instruction. For each goal we discuss how the literature informs our thinking, describe relevant aspects of our design of the course, and present findings of our research with regard to preservice teachers' experiences in and learning from aspects of the course. For each goal, we also highlight examples from our longitudinal work following the preservice teachers into their early years as elementary teachers, to provide a glimpse of teachers' trajectories related to each of the themes. We close with a discussion of implications for research and practice in elementary science teacher education.

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“…Que estas concepciones guíen el trabajo en el aula del profesor es bastante lógico ya que, como ya se ha apuntado anteriormente, un pivote del CDC son los conocimientos sobre estrategias de instrucción. En este sentido, ha habido diferentes intentos de categorizar las distintas concepciones del profesorado sobre la enseñanza en distintos ámbitos científicos (Aguirre, Haggerty y Linder, 1990;Porlán, Rivero y Martín, 1998;Smith y Neale, 1991). Especial mención queremos hacer aquí de la propuesta de Pozo (1997) enfoques para la enseñanza de las ciencias, que tiene una rigurosa fundamentación teórica.…”

Section: Enseñanza De Las Ciencias Núm 342 (2016): 107-127unclassified

Estudio exploratorio comparativo del conocimiento didáctico del contenido sobre pilas galvánicas de profesores de secundaria en ejercicio y en formación

2016

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Brines Brines, A., Solaz-Portolés, J. J., Sanjosé López, V., (2016) Estudio exploratorio comparativo del conocimiento didáctico del contenido sobre pilas galvánicas de profesores de secundaria en ejercicio y en formación. RESUMEN • En este estudio exploratorio se evalúa el conocimiento didáctico del contenido (CDC) sobre pilas galvánicas de profesores de secundaria en formación y en ejercicio. Además, este conocimiento se ha relacionado con los enfoques de enseñanza que prefieren. Para este propósito, se ha adaptado el instrumento CoRe de Loughran, Mulhall y Berry (2004) considerando dos situaciones: pila Daniell y pila voltaica simple. La muestra se compuso de 25 profesores en formación y de 15 profesores en ejercicio. El análisis de los resultados obtenidos hasta ahora sugiere que, en primer lugar, el CDC de los profesores de secundaria sobre pilas galvánicas no es el deseable; en segundo lugar, el CDC de los profesores en ejercicio parece significativamente mejor que el de los profesores en formación, y finalmente, no se observan diferencias significativas entre ambos grupos de profesores en las metodologías de enseñanza preferidas.PALABRAS CLAVE: conocimiento didáctico del contenido; formación de profesores de ciencias; metodologías de enseñanza; pilas galvánicas; profesores en ejercicio y en formación.ABSTRACT • In this exploratory study pre-service and in-service high school teachers' pedagogical content knowledge (PCK) in galvanic cells is assessed. In addition, this knowledge has been related to the instructional approaches they prefer. A written questionnaire, adapted from the Loughran, Mulhall, and Berry's CoRe instrument (2004), considering two different situations (Daniell cell and simple voltaic cell), has been used for this purpose. The sample made up of 25 pre-service teachers and 15 in-service teachers. The analysis of the results achieved so far suggest that: a) high school teachers' PCK on galvanic cells is not a desirable knowledge; b) in-service teachers seems to have a significantly better PCK than pre-service teachers; and c) there seem to be no significant differences in preferred teaching approaches between the two groups of teachers.

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The construction of subject matter knowledge in primary science teaching

Cited by 297 publications

References 19 publications

Primary school teachers’ concerns and needs in biology and mathematics teaching

Primary school teachers’ concerns and needs in biology and mathematics teaching

Beginning teachers moving toward effective elementary science teaching

Estudio exploratorio comparativo del conocimiento didáctico del contenido sobre pilas galvánicas de profesores de secundaria en ejercicio y en formación

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