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

Mahler, Daniela; Großschedl, Jörg; Harms, Ute

doi:10.1080/09500693.2016.1276641

Cited by 49 publications

(43 citation statements)

References 73 publications

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“…A further explanation could be that CK alone does not suffice to be successful during teaching. This is supported by studies that found no direct relationship between CK and students' achievement [104][105][106] or found that PCK is the less relevant predictor for students' achievement [74].…”

Section: How Are Ck and Pck Related To Biology Teachers' Self-efficacmentioning

confidence: 70%

Opportunities to Learn for Teachers’ Self‐Efficacy and Enthusiasm

Mahler

Großschedl

Harms

2017

Education Research International

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The aim of this study was to identify opportunities to learn for teachers' motivational orientations. Motivational orientations are relevant characteristics of psychological functioning, which are important for the behavior of a teacher and mandatory for effective teaching. We focus on three domains: self-efficacy, subject-specific enthusiasm, and enthusiasm for teaching the subject. Selfefficacy covers the belief of an individual that he or she is capable of performing required behaviors to produce a desired outcome. Teacher enthusiasm is an affective teacher orientation that is related to a specific subject and to teaching this specific subject. Different opportunities to learn are considered for teachers' motivational orientations. Since teacher education particularly focuses on the acquisition of professional knowledge, we added a further exploratory focus to the study and investigated the relationships between motivational orientations and professional knowledge (content knowledge and pedagogical content knowledge). 134 biology teachers participated in the study. The results reveal that teacher education at university, the attendance in professional development courses, and self-study provide opportunities to learn for self-efficacy and enthusiasm for teaching the subject. Moreover, we found self-efficacy and subject-specific enthusiasm to be positively related to pedagogical content knowledge.

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Section: How Are Ck and Pck Related To Biology Teachers' Self-efficacmentioning

confidence: 70%

Opportunities to Learn for Teachers’ Self‐Efficacy and Enthusiasm

Mahler

Großschedl

Harms

2017

Education Research International

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“…Professional knowledge increased in all three areas (PPK, CK, and PCK). The strong effect for PCK can be evaluated particularly positively, because a relationship between PCK and students' performance has been demonstrated [90]. The stronger effect, in comparison to PPK and CK, can likely be explained by the fact that in the seminar PPK and CK content were also taught with reference to the students' later roles as biology teachers, and the linking sessions on constructing teaching materials focused on PCK.…”

Section: Discussionmentioning

confidence: 99%

Professionalizing Pre-Service Biology Teachers’ Misconceptions about Learning and the Brain through Conceptual Change

Grospietsch

Mayer

2018

Education Sciences

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Scientific concepts of learning and the brain are relevant for biology teachers in two ways: Firstly, the topic is an object of instruction (e.g., long-term potentiation). Secondly, biology teachers must guide their students towards sustainable learning. Consequently, their own understanding of learning and the brain has an especially far-reaching influence on students. Pre-service biology teachers endorse so-called “neuromyths,” misconceptions on the subject of learning and the brain (e.g., the existence of learning styles) even though they cover neuroscientific content during their studies. These misconceptions remain relatively stable throughout university education and practical training. In this paper, we transfer the teaching and learning model of conceptual change to the university context. We investigate whether and to what extent a university course developed in accordance with a professional conceptual change model can reduce pre-service biology teachers’ endorsement of neuromyths. In a pre-post-design, 57 university students were asked about their professional knowledge, beliefs, neuromyths, and perception and utilization of the university course. We found a positive effect of the intervention on all three elements of students’ conceptual understanding. The results show that explicitly refuting misconceptions about learning and the brain (e.g., via conceptual change texts) helps to professionalize neuromyths.

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“…At last, in this study, we only focused on the effect of self-directed learning and did not incorporate teachers' support. Although teachers can be powerful for students' learning (e.g., Hattie 2009), students' performance is also likely to be influenced by teacher's professional knowledge (e.g., Mahler et al 2017;Sadler et al 2013). Our first step was to examine if EvoSketch can be effective on its own (without any teachers' support), but including teacher's support in further studies (e.g., in form of class discussions or one-by-one support) may be helpful for students' understanding of abstract threshold concepts, particularly directly after working with EvoSketch.…”

Section: Limitationsmentioning

confidence: 99%

EvoSketch: Simple simulations for learning random and probabilistic processes in evolution, and effects of instructional support on learners’ conceptual knowledge

et al. 2018

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Background: Students' knowledge of scientific principles of evolution is often inadequate, despite its recognized importance for understanding biology. Moreover, difficulties associated with underlying abstract concepts such as randomness and probability can hinder successful learning of evolutionary concepts. Studies show that visualizations, particularly simulations together with appropriate instructional support, facilitate the learning of abstract concepts. Therefore, we have developed interactive, web-based simulation software called EvoSketch in efforts to help learners grasp the nature and importance of random and probabilistic processes in evolutionary contexts. We applied EvoSketch in an intervention study comparing four self-directed study conditions: learning with EvoSketch (1) alone, (2) combined with interpretative support, (3) combined with reflective support, and (4) using texts about randomness and probability instead of EvoSketch. All conditions received no support from any instructors. Knowledge about evolution as well as randomness and probability in the context of evolution, time-on-task, and perceived cognitive load were measured. A sample of 269 German secondary school students (M age = 15.6 years, SD = 0.6 years) participated in the study.Results: Learners using EvoSketch without additional support obtained higher follow-up test scores regarding their knowledge of randomness and probability than those using the text-based approach. However, use of the simulations together with given instructional support (interpretative or reflective) did not increase students' performance, relative to the text-based approach. In addition, no significant between-intervention differences were found concerning the knowledge of evolution, while significant differences between the groups were detected concerning students' perceived cognitive load and time-on-task. Conclusions:From our findings, we conclude that EvoSketch seems to have a very small positive effect on students' understanding of randomness and probability. Contrary to our expectations, additional self-directed instructional support did not improve students' understanding, probably because it was not necessary to understand EvoSketch simulations. When using EvoSketch in the classroom, we recommend increasing the intervention timeframe to several sessions and a variety of evolutionary examples for which EvoSketch serves as an underlying framework. which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

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

Cited by 49 publications

References 73 publications

Opportunities to Learn for Teachers’ Self‐Efficacy and Enthusiasm

Opportunities to Learn for Teachers’ Self‐Efficacy and Enthusiasm

Professionalizing Pre-Service Biology Teachers’ Misconceptions about Learning and the Brain through Conceptual Change

EvoSketch: Simple simulations for learning random and probabilistic processes in evolution, and effects of instructional support on learners’ conceptual knowledge

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