The Subject Matter Knowledge of Preservice Science Teachers

Cochran, Kathryn F.; Jones, Lawrence E.

doi:10.1007/978-94-011-4940-2_41

Cited by 75 publications

(59 citation statements)

References 21 publications

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“…This finding holds regardless of the methods used to assess teacher knowledge" (Abell, 2007, p. 1117). Ameh and Gunstone (1988, as cited in Cochran & Jones, 1998) found that the teachers" misconceptions were similar in nature and pattern to those found for students, but…”

Section: Student Conceptions and Misconceptionsmentioning

confidence: 99%

Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics

Gürel

Eryılmaz

McDermott

2017

Research in Science & Technological Education

140

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iii I hereby declare that all information in this document has been obtained and presented in accordance with academic rules and ethical conduct. I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work. held by more than 10 % of the pre-service teachers, were identified and considered to be significant.

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Section: Student Conceptions and Misconceptionsmentioning

confidence: 99%

Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics

Gürel

Eryılmaz

McDermott

2017

Research in Science & Technological Education

140

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“…Unlike high school and middle school teachers, elementary teachers are responsible for teaching all the core subjects, have limited instructional time allotted to science, tend to lack an adequate background in science (Fulp, 2002;Shulman, 1986), and, consequently, many elementary teachers have low confidence in teaching science (Cochran & Jones, 1998). To cope, elementary teachers avoid teaching science, teach only the topics with which they are most comfortable, or focus on expository teaching rather than discussion and questioning (Harlen, 1997).…”

Section: Literature Review Coaching As Professional Development In Thmentioning

confidence: 99%

“…Unfortunately, in the current era of high-stakes testing, reading, writing, and mathematics dominate instructional time in the elementary classroom at the expense of science and social studies (Appleton, 2007;Center on Educational Policy, 2008;Crocco & Costigan, 2007). Further compounding the issue of making time for science is the fact that elementary teachers tend to have a limited content and pedagogical background in science (Fulp, 2002;Tilgner, 1990), which has an adverse impact on their confidence to teach this subject (Cochran & Jones, 1998;Gunning & Mensah, 2010).…”

Section: Introductionmentioning

confidence: 99%

De-Marginalizing Science in the Elementary Classroom by Coaching Teachers to Address Perceived Dilemmas

Berg¹,

Mensah

2014

EPAA

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This study identifies and explores the dilemmas experienced by three first-grade teachers in teaching elementary school science. The impact of coaching and teachers' career stages on how teachers reconcile their dilemmas was examined. Results of this comparative case study indicate teachers perceived tensions between focusing instructional practice on science versus the other school subjects, tensions between their responsibility to teach science and their lack of a science background, and tensions between using their curriculum as a script, supplement, starting point, or not all. Participants reconcile their common dilemmas in different ways. Extent of teaching experience; comfort level with teaching reading, writing, and mathematics; and the sense of accountability teachers feel to teach science are related to how effectively dilemmas are addressed. The amount of time spent with the science coach-researchers is tied to the amount of time science is epaa aape Education Policy Analysis Archives Vol. 22 No. 57 2 taught and the extent to which teachers address dilemmas in reform-oriented ways. Keywords: Science coach; elementary science; dilemmas; professional development De-marginanalizando la ciencia en el aula de primaria entrenando a los docentes para abordar los dilemas percibidos Resumen: Este estudio identificó y exploró los dilemas experimentados por tres maestros de primer grado en la enseñanza de ciencias en la escuela primaria. Se examinó el impacto del entrenamiento/coaching y las etapas de la carrera de los docentes y sobre cómo reconciliaron los dilemas. Los resultados de este estudio comparativo de casos indican que, cuando se trata de enseñanza de la ciencia, los profesores perciben tensiones entre centrarse en la práctica de instrucción en ciencia versus otras materias escolares, las tensiones entre su responsabilidad de enseñar la ciencia, la falta de una formación en ciencias, y las tensiones entre el uso de su plan de estudios como un guión, suplemento, punto de partida, o ninguna de esas alternativas. Los participantes reconciliaron los dilemas de diferentes maneras. Los niveles de experiencia en la enseñanza; nivel de comodidad con la enseñanza de lectura, escritura y matemáticas; y el sentido de responsabilidad que los maestros sentían para enseñar ciencias se relacionan con el grado de eficacia con los cuales abordaron los dilemas. La cantidad de tiempo que pasa con las entrenadores/coaches de ciencias se relaciona con la cantidad de tiempo que se enseñó ciencia y el grado en que los profesores abordan los dilemas con orientación reformista. Palabras clave: entrenamiento/coaching científico; ciencia elemental; dilemas; desarrollo profesional.De-marginanalizando a Ciência na formação de professores em sala de aula elementares para enfrentar os dilemas percebidos Resumo: O presente estudo identificou e explorou os dilemas vividos por três professores de ensino de ciências na escola primária. Se analisou o impacto do treinamento e do momento na carreira dos professores em como ele...

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“…CK enables the effective cognitive activation of (Cochran & Jones, 1998;DarlingHammond, 2000b;Hashweh, 1987) and interaction with students (Leinhardt & Smith, 1985). Teachers with strong CK show flexible teaching strategies by avoiding textbookoriented teaching and considering learning difficulties (Hashweh, 1987).…”

Section: Content-related Professional Knowledge and Students' Performmentioning

confidence: 99%

Using doubly latent multilevel analysis to elucidate relationships between science teachers’ professional knowledge and students’ performance

Mahler

Großschedl

Harms

2017

International Journal of Science Education

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Teachers make a difference for the outcome of their students in science classrooms. One focus in this context lies on teachers' professional knowledge. We describe this knowledge according to three domains, namely (1) content knowledge (CK), (2) pedagogical content knowledge (PCK), and (3) curricular knowledge (CuK). We hypothesise a positive relationship between these three domains and students' performance in science. Students' science performance was conceptualised by system thinking performance in the context of biology teaching. In order to test our hypothesis, we examined the relationship between the knowledge triplet CK, PCK, and CuK and students' performance. 48 biology teachers and their students (N = 1036) participated in this study. Teachers' content-related professional knowledge and students' performance were measured by paper-and-pencil tests. Moreover, we used concept maps to further assess students' performance. By specifying doubly latent models, we found a significant positive relationship between biology teachers' PCK and students' performance. On the contrary, the results reveal no relationship between CK and CuK and students' performance. These findings are discussed in respect to modelling the interrelationship of teachers' content-related professional knowledge and students' learning in science, as well as concerning their relevance for further research and teacher education programmes. ARTICLE HISTORY

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The Subject Matter Knowledge of Preservice Science Teachers

Cited by 75 publications

References 21 publications

Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics

Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics

De-Marginalizing Science in the Elementary Classroom by Coaching Teachers to Address Perceived Dilemmas

Using doubly latent multilevel analysis to elucidate relationships between science teachers’ professional knowledge and students’ performance

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